A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition

In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important ob...
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Gespeichert in:

Autor*in:	Lys Franziska [verfasserIn] May Alison [verfasserIn] Ravid Jeanne [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2014

Schlagwörter:	foreign language proficiency foreign language learning disability disability foreign language waiver foreign language acquisition academic advising

Übergeordnetes Werk:	In: Prague Journal of English Studies - Charles University, 2015, 3(2014), 1, Seite 85-111
Übergeordnetes Werk:	volume:3 ; year:2014 ; number:1 ; pages:85-111

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.2478/pjes-2014-0019

Katalog-ID:	DOAJ048427772

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topic_title	P1-1091 A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition foreign language proficiency foreign language learning disability disability foreign language waiver foreign language acquisition academic advising
topic	misc P1-1091 misc foreign language proficiency misc foreign language learning disability misc disability misc foreign language waiver misc foreign language acquisition misc academic advising misc Philology. Linguistics
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title	A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition
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title_auth	A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition
abstract	In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments
abstractGer	In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments
abstract_unstemmed	In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments
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