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Martin Burrett

Dyslexia: When spelling problems impair writing acquisition - 3 views

ukedchat.com/...dyslexia-spelling-writing

dyslexia reading

shared by Martin Burrett on 28 Nov 17 - No Cached
  • Martin Burrett on 28 Nov 17
     
    "Dyslexia is a learning difficulty which affects the ability to adopt the automatic reflexes needed to read and write. Several studies have sought to identify the source of the problems encountered by individuals with dyslexia when they read. Little attention, however, has been paid to the mechanisms involved in writing. Sonia Kandel, Professor at the GIPSA-Lab of the Université Grenoble Alpes (CNRS/Université Grenoble Alpes/Grenoble INP) and her team [1] decided to look at the purely motor aspects of writing in children diagnosed with dyslexia. Their results show that orthographic processing in children with dyslexia is so laborious that it can modify or impair writing skills, despite the absence of dysgraphia in these children. The findings of this study are published in the November 2017 edition of Cognitive Neuropsychology."
Elysio Soares

Telescopic Text - 6 views

www.telescopictext.org

writing EFL ESL ESL-EFL TelescopicText text write writing process

shared by Elysio Soares on 13 Jan 11 - No Cached
  • Elysio Soares on 13 Jan 11
     
    Create expandable sentences to illustrate how writing can be improved, for instance.
Claude Almansi

PopuLLar: Motivating secondary school students to learn languages through their music - 9 views

popullar.eu/index.html

languages music EU_Educators EU popullar

shared by Claude Almansi on 10 Sep 12 - No Cached
  • Claude Almansi on 10 Sep 12
     
    "PopuLLar is a European Union, funded, innovative, education project designed to harness music, the primary social interest of secondary school students, in to their language learning. There is a huge need to motivate secondary school students, in particular, to learn languages, focus digital competencies and be creative; and music is the key. The project will ask students to write their own lyrics to songs of their choice. They will then translate their songs in to the target language they are learning, The students will then record their song (audio or video) and share it with students all over Europe. Students will be able to combine their love of music, with creativity, literacy, digital competencies, group collaboration and, most importantly, use LWULT languages. PopuLLar is a project that is 'Owned' by the students, they work autonomously and collaboratively, teachers are guides to the project process."
Barbara Lindsey

News: The Web of Babel - Inside Higher Ed - 1 views

www.insidehighered.com/...each_students_foreign_language

twitter language learning2.0 pln cop

shared by Barbara Lindsey on 12 Jan 11 - No Cached
  • Some adventurous professors have used Twitter as a teaching tool for at least a few years. At a presentation at Educause in 2009, W. Gardner Campbell, director of the academy of teaching and learning at Baylor University, extolled the virtues of allowing students to pose questions to the professor and each other — an important part of the thinking and learning process — without having to raise their hands to do so immediately and aloud. And in November, a group of professors published a scientific paper suggesting that bringing Twitter into the learning process might boost student engagement and performance.
  • But while Lomicka and her tech-forward peers are not advocating that every college go the way of Chapel Hill, they are finding out that some relatively novel teaching technologies that are used by academics of all stripes, such as Twitter and iTunes U, are particularly useful for teaching languages.
  • At Emory University, language instructional content is far and away the biggest export of its public repository on iTunes U, where visitors from around the world have downloaded more than 10 million files since Emory opened the site in 2007.
  • ...4 more annotations...
  • Language content makes up about 95 percent of the downloads from the Emory iTunes U site.
  • the most popular content is audio and video files that were originally developed not for a general audience, but by professors as supplements to college-level coursework,
  • Because language demonstrations often require audio and sometimes video components (e.g., tutorials on how to write in a character-based alphabet), and students often like to practice while on the move, iTunes is in many ways an ideal vehicle for language-based instructional content.
  • what we do offer is an online supplement that enhances what happens both in the classroom and in foreign study in the culture — and it is always there as a resource for our students, because it’s online.”
Andrew Graff

TPR Foreign Language Instruction and Dyslexia - 2 views

www.dyslexia.com/...tprlanguage.htm

dyslexia foreign language TPR TPRS CIinstruction lessonplanning differentiation

shared by Andrew Graff on 16 Jul 11 - Cached
  • For language teachers, this accepted presumption of incapacity is a huge hurdle, because it keeps many children and adults from even dipping a toe into the language pool!
  • TPR was and is a wonderful way to turn that presumption on its head and show the learner that, not only can we learn, but under the right circumstances, it's fun!
  • When we are infants our exposure to language is virtually inseparable from physical activities. People talk to us while tickling us, feeding us, changing our diapers... We are immersed in a language we don't speak, in an environment that we explore with every part of our body. Our parents and caregivers literally walk and talk us through activities - for example, we learn lots of vocabulary while someone stands behind us at the bathroom sink, soaping our hands until they're slippery, holding them under warm water, rubbing or scrubbing, all the while talking about what we're doing and what it feels like. In this way, movement and feeling are intimately tied to the process of internalizing the language.
  • ...15 more annotations...
  • Classes are active - you are not in your seat all period. The focus for the first weeks is on listening and moving in response to what the teacher says.
  • There is heavy emphasis on listening comprehension, because the larger your listening comprehension vocabulary is, the larger your speaking vocabulary will become.
  • Lots of language is learned in happy circumstances, especially while you're having fun.
  • In a TPR class, grammar and syntax are not taught directly. Rather, the teacher designs activities that expose the student to language in context, especially in the context of some kind of movement.
  • I'm asked with some regularity about appropriate foreign language instruction for students with a dyslexic learning or thinking style. I'm quick to recommend finding a school or program that includes - or even better - relies on TPR as its principal instructional strategy.
  • Typically, the initial TPR lessons are commands involving the whole body - stand up, sit down, turn around, walk, stop.
  • Fairly soon, the teacher quietly stops demonstrating, and the students realize that they somehow just know what to do in response to the words.
  • You're also encouraged to trust your body, because sometimes it knows what to do before your brain does!
  • As class proceeds, nouns, adverbs, prepositions are added until before you know it, students are performing commands like, 'Stand up, walk to the door, open it, stick your tongue out, close the door, turn around, hop to Jessica's desk, kiss your right knee four times, and lie down on Jessica's desk."
  • It's just that the instruction is designed to facilitate language acquisition, not learning a language through analysis, memorization and application of rules.
  • But consider your native language: you did not need to learn the grammar and syntax of your native language in order to learn to speak it. You learned those structures, unconsciously as you learned to speak.
  • The first is that in a TPR classroom, the focus is not on analysis of linguistic structures, but on internalizing those structures for unconscious use.
  • When we use TPR strategies to teach, our goal is truly to be able to understand, speak, read and write the language, not "about" the language.
  • I think this creativity, the synthetic rather than analytic experience, the low stress, and generally accepting environment engineered by the teacher, are a large part of the reason so many students, including students with learning challenges, find TPR classes so effective and enjoyable.
  • Within these real experiences, students are free to generate all kinds of expressions using the language they're studying, and to lead instruction in unique directions.
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