Foreign Language Learning and Learning Disabilities: An Historical, Empirical, and Cultural Perspective for Policies and Procedures.
Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substit...
| Publicado en: | Journal of Disability Policy Studies Vol. 35; no. 3; pp. 154 - 166 |
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| Autor principal: | |
| Formato: | questions and answers review Journal Article |
| Publicado: |
Sage Publications Inc.
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180764776&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180764776 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10442073 9WI jtl: Journal of Disability Policy Studies issn: 10442073 maglogo: N pubinfo: dt: Dec2024 vid: 35 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 180764776 163980929 180764776 180764776 10.1177/10442073231177384 180764776 ppf: 154 ppct: 12 formats: tig: atl: Foreign Language Learning and Learning Disabilities: An Historical, Empirical, and Cultural Perspective for Policies and Procedures. aug: au: Sparks, Richard L. affil: Mount St. Joseph University, Cincinnati, OH, USA sug: subj: Language Education Multilingualism Learning Disorders Culture Public Policy Course Content Cognition Linguistics Teaching Methods Policy Making ab: Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The introduction of this new disability was premature because empirical evidence found no relationship between FL learning problems and LDs. Even so, several misguided assumptions about a unique disability for FL learning and a special relationship between FL learning problems and LDs persisted, and an LD diagnosis became the de facto criterion for FL course substitution/waiver policies. In this updated review, these assumptions and evidence falsifying them are examined. Cultural reasons for the assumptions about FL learning and LDs and the adoption of course substitution policies are proposed. The author concludes with recommendations for policymakers. pubtype: Academic Journal doctype: questions and answers review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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