TEACHERS’ BELIEFS ABOUT EFFECTIVE FOREIGN LANGUAGE TEACHING OF STUDENTS WITH INTELLECTUAL DISABILITY IN A GREEK EFL CONTEXT

Danai Rapti, Mina Koukou, Spyridon-Georgios Soulis

Abstract


Teachers’ beliefs are a central construct in education as they influence their teaching attitude, methods and practices, thus, their exploration becomes particularly important. The aim of the present study is to examine teachers’ beliefs regarding foreign language teaching of students with intellectual disability. The sample consisted of ten English as Foreign Language (EFL) teachers who teach at Greek special/vocational schools in secondary education. Semi-structured interviews were used as a tool for data collection. The research findings suggest a lack of training of EFL teachers regarding specialized foreign language teaching methods for students with intellectual disability. Furthermore, there is a notable lack of training in using digital technology. As a result, further training of EFL teachers in teaching methods and use of digital technology is deemed necessary.

Article visualizations:

Hit counter


Keywords


English as a foreign language, intellectual disability, teachers’ beliefs, EFL teaching methodology, digital technology

Full Text:

PDF

References


Abdallah, M. (2015). TEFL/TESOL for students with special needs: For EFL student teachers. https://www.researchgate.net/publication/279854426_TEFLTESOL_for_Students_with_Special_Needs_For_EFL_Student_Teachers

Alemi, M., & Bahramipour, S. (2019). An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities. Asian-Pacific Journal of Second and Foreign Language Education, 4(10), 2-22.

Arribas, L. B., Barros del Rio, M. A., Peñalver, E. A., & Sigona, C. M. (2020). Teaching English to adults with disabilities: A digital solution through En-Abilities. Teaching English with Technology, 20(1), 80-103.

Avianita, A. A., & Drajati, N. A. (2018). The strategy in teaching English vocabulary for students with special needs: A narrative inquiry study. Journal of Education and Human Development, 7(2), 66-70.

Bahari, A. (2019). Mainstream theoretical trends and future directions of L2 motivation studies in classroom and CALL contexts. CALL-EJ, 21 (1), 1-28.

Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., &Alfarraj, O. (2020). Augmented reality in special education: a meta-analysis of single subject design studies. European Journal of Special Needs Education, 35(3), 382-397, DOI:10.1080/08856257.2019.1703548

Barreira, J., Bessa, M., Pereira, L. C., Adão, T., Peres, E., & Magalhães, L. (2012). MOW: Augmented reality game to learn words in different languages: Case study learning English names of animals in elementary school. 7th Iberian Conference on Information Systems and Technologies (CISTI 2012), Madrid, 2012, pp. 1-6.

Barwasser, A., Knaak, T., & Grünke, M. (2020). The effects of a multicomponent storytelling intervention on the vocabulary recognition of struggling English as a foreign language learners with learning disabilities. Insights into Learning Disabilities, 17(1), 35-53.

Battista, S. D., Pivetti, M., Moro, M., & Menegatti, E. (2020). Teachers’ opinions towards educational robotics for special needs students: An exploratory Italian study. Robotics, 9(72), 1-16.

Bawa, A. H., & Osei, M. (2018). English language education and children with intellectual disabilities. International Journal of Development and Sustainability, 7(11), 2704-2715.

Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259-270.

Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2019). The ABCs of inclusive English teacher education: A quantitative and qualitative study examining the attitudes, beliefs and (reflective) competence of pre-service foreign language teachers. The Electronic Journal for English as a Second Language, 22(4), 1-18.

Borg, M. (2001). Key concepts in ELT: Teachers’ beliefs. ELT Journal, 55(2), 186–188. doi:10.1093/elt/55.2.186

Borg, S. (2015). Teacher cognition and language education: Research and practice. London, UK: Bloomsbury Publishing.

Burgoyne, K., Duff, F. J., Nielsen, D., Ulicheva, A., & Snowling, M. J. (2016). Bilingualism and biliteracy in Down Syndrome: Insights from a case study. Language Learning, 66(4), 945-971.

Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318-337.

Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.

Carreon, Y. S. R., & Salazar, D. I. S. (2017). Teaching students with intellectual disability to use English through pragmatics. RIE-UANL, 4(4), 60-79.

Cephe, P. T., & Yalcin, C. G. (2015). Beliefs about foreign language learning: The effects of teacher beliefs on learner beliefs. Anthropologist, 19(1), 167-173.

Chui, L. (2018). The effect of a multisensory approach to Spanish instruction on the foreign language proficiency of students with learning disabilities [Postgraduate Dissertation, Rowan University].

Constantin, A., Johnson, H., Smith, E., Lengyel, D., & Brosnan, M. (2017). Designing computer-based rewards with and for children with autism spectrum disorder and/or intellectual disability. Computers in Human Behavior, 75, 404-414.

Corbin, J., & Strauss, A. (2015). Basics of Qualitative Research, Techniques and Procedures for Developing Grounded Theory (4th ed.). Sage Publications Inc.

Coşkun, A. (2013). Teaching English to non-native learners of English with mild cognitive impairment. Modern Journal of Language Teaching Methods,3(4), 8-16.

Dalessandro, J. L. (2016). Total Physical Response and the Natural Approach to teaching foreign language to students with disabilities. [Postgraduate Dissertation, Rowan University] https://rdw.rowan.edu/etd/2324/

Dalim, C. S. C., Sunar, M. S., Dey, A., & Bilinghurst, M. (2020). Using augmented reality with speech input for non-native children's language learning. International Journal of Human-Computer Studies, 134, 44-64.

de Valenzuela, J. S., Bird, E. K. R., Parkington, K., Mirenda, P., Cain, K., MacLeod, A. A., & Segers, E. (2016). Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of communication disorders, 63, 32–46. https://doi.org/10.1016/j.jcomdis.2016.05.005

Desmiyanti, Yuanita, & Anwar, K. (2020). Make a match learning for English conversation skills of students with intellectual disabilities. Journal of Linguistic and English Teaching, 5(1), 24-31

Erkmen, B. (2012). Ways to uncover teachers’ beliefs. Procedia-Social and Behavioral Sciences, 47, 141-146.

Fan, M., & Antle, A. N. (2020). An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App. IDC '20: Proceedings of the Interaction Design and Children Conference, 385-397.

Feltmate, K., & Bird, E. K. R (2008). Language learning in four bilingual children with Down Syndrome: A detailed analysis of vocabulary and morphosyntax. Canadian Journal of Speech-Language Pathology and Audiology, 32(1), 6-20.

Gallego, A. C. (2015). Teaching English to students with low intellectual capacities through ICTs: Online reinforcement tasks. [Dissertation, Universitat Jaume].

Gilberte-Mally, N. H. (2019). Individuals with intellectual disabilities and second language acquisition: A framework for approaching inclusive foreign language instruction [Dissertation, Kansas State University].

Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Sociology Press.

Gómez-Puerta, M., Chiner, E., Melero-Pérez, P., & Lledó, G. L. (2019). Research review on augmented reality as an educational resource for people with intellectual disabilities. International Journal of Developmental and Educational Psychology, 1(2), 473-486.

Haggag, M. H., & Bakr, E. M-E. (2020). Teachers’ perceptions about language learning difficulties in English as a foreign language EFL classes. European Scientific Journal, 16(19), 120-142.

Hilalliyati, N., (2017). Teaching English as A Foreign Language for Students with Intellectual Disabilities. http://repository.uinjkt.ac.id/dspace/handle/123456789/36249

Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283-294.

Inozu, J. (2011). Beliefs about language learning among students training to teach English as a foreign language. Social Behaviour and Personality: An International Journal, 39(5): 645-653.

Jamrus, M. H. M., & Razali, A. B. (2019). Augmented reality in teaching and learning English reading: Realities, possibilities, and limitations. International Journal of Academic Research in Progressive Education and Development, 8(4), 724–737.

Kalgotra, R., & Warwal, J. W. (2019). Effect of intervention in teaching listening and speaking skills on children with intellectual disabilities. Journal of Educational, Cultural and Psychological Studies, 20, 21-39.

Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50(3), 187-198.

Kinjo, M., Mori, K., & Tanaka, A. (2016). The performance verification of foreign language activity using TPR for the elementary students with intellectual disabilities. Asian Journal of Human Services, 10, 68-82.

Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14.

Koerth, M. (2016). Teaching Special Education in the ES/FL Classroom [Dissertation, Liberty University].

Kormos, J., & Nijakowska, J. (2017). Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68, 30-41.

Lajoie, L. E. (2020). A Case Study Analysis of Phonological Awareness Strategies Aimed at Helping Students with Learning Disabilities in Foreign Language [Doctoral Dissertation, Northeastern University Boston]. https://repository.library.northeastern.edu/files/neu:m046pd95b/fulltext.pdf

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.

Leech, N. L., & Onwuegbuzie, A. J. (2011). Beyond constant comparison qualitative data analysis: Using NVivo. School Psychology Quarterly, 26(1), 70–84.

Lioliou, Z. (2019). Teaching English as second language to young learners with learning disabilities: Insight into the world of the learning difficulties and a teacher's guide [Postgraduate Dissertation, Hellenic Open University]. https://apothesis.eap.gr/bitstream/repo/43199/1/115054_LIOLIOU_ZOI.pdf

Malaniiuk, M. (2019). Theoretical Background of Intellectual Disability: Possibilities and Limitations. Periodyk Naukowy Akademii Polonijnej, 36(5), 103-110. http://dx.doi.org/10.23856/3612

Mize, M. K., Park, Y., & Moore, T. (2018). Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single subject experimental design studies. Journal of Computer Assisted Learning, 34, 641-651.

Mohammadian, A., & Dolatabadi, S. M. (2016). The effect of affection on English language learning of children with intellectual disability based on Total Physical Response method of language teaching. International Journal of English Language and Literature Studies, 5(2), 92-103.

Moustafa, A., & Ghani, M. Z. (2017). The effectiveness of a multi sensory approach in improving reading CVC words among mild intellectual disabled students in State of Kuwait. Journal of Research & Method in Education, 7(1), 43-49.

Myreen, S. (2015). Foreign language learning in the multisensory space. Aistien-menetelmälläoivalluksiaoppimiseen ja kohtaamiseen. Laureaammattikorkeakoulu, LaureaJulkaisut (42), 29-32. https://www.theseus.fi/bitstream/handle/10024/157594/Myreen.pdf?sequence=1&isAllowed=y

Munir, M., Setiawan, W., Nugroho, E., Kusnendar, J., &Wibawa, A. (2018). The effectiveness of multimedia in education for special education (MESE) to improve reading ability and memorizing for children with intellectual disability. International Journal of Emerging Technologies in Learning, 13(8), 254-263.

Naghmeh-Abbaspour, B., & Sabokrouh, F. (2020). Training and teaching the interaction of meaning in English classes as foreign languages to students with special needs: A review study. Journal of Critical Reviews, 7(9), 879-883.

Nijakowska, J., Tsagari, D., & Spanoudis, G. (2018). English as a Foreign Language Teacher Training Needs and Perceived Preparedness to Include Dyslexic Learners: The case of Greece, Cyprus, and Poland. Dyslexia, 24, 357–379. https://doi.org/10.1002/dys.1598

Noori, Z. S., & Farvardin, M. T. (2016). The effect of using audio-visual aids versus pictures on foreign language vocabulary learning of individuals with mild intellectual disability. Journal of Special Education and Rehabilitation, 17(1-2), 16-35.

O’Brien, M. G. (2017). Literature review on the impact of second-language learning. Edmonton, Canada: The Alberta Teachers’ Association.

Padurean, A. N. (2014) Teaching English Language to Children with Special Educational Needs. TEM Journal, (3)4, 309-314.

Pajares, M. F. (1992). Teachers’ beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307-332.

Pimentel, C. L. (2018). Problems and issues related to teaching Japanese to students with disabilities: Lessons learned. Journal of Language Teaching & Research, 9(1), 1–6. doi:10.17507/jltr.0901.01

Polaka, A. (2019). The Acquisition of foreign language by students with intellectual disability in an elementary school. Education Reform: Education Content Research and Implementation Problems, 2, 125-136. https://doi.org/10.17770/er2019.2.4227

Polo, L. S. (2017). Teaching English as a Foreign Language to Students with Down Syndrome: A case study [Postgraduate Dissertation, Universidad Complutense de Madrid].

Ramezani, A., Mihandoust, P., & Mohamadzadeh, S. (2018). Teaching English as a foreign language to students with special needs: A review study. Journal of Exceptional Children, 18(1), 119-138.

Redondo, B., Cozar Gutierrez, R., Gonzalez Calero, J. A., & Ruiz, R. S. (2020). Integration of augmented reality in the teaching of English as a foreign language in early childhood education. Early Childhood Education Journal, 48, 147–155.

Rezabala, M. E. A., & Holguin, J. S. V. (2020). Adaptations for teaching children with special educational need in ESL Context. International Journal of Social Science Studies, 8(1), 121-134.

Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of Research on Teacher Education (pp. 102–119). New York: Simon & Schuster.

Rivera, C. J., Jabeen, I., & Mason, L. L. (2016). The effects of a computer-based video intervention to teach literacy skills to a student with a moderate intellectual disability. Interaction Design and Architecture(s) Journal, 28, 85-102.

Rollman, M. (1994). The communicative language teaching ‘Revolution’ tested: A comparison of two classroom attitudes: 1976 and 1993. Foreign Language Annals 27(2), 221-233.

Roszak, K. (2009). Activities for teaching English to children with special needs [Dissertation, Masaryk University] https://is.muni.cz/th/rh1ur/Magisterska_prace.pdf

Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the state of Kuwait. EURASIA Journal of Mathematics Science and Technology Education, 13(2), 417-440.

Salehi, M., & Hallaji, Z. (2015). Learning languages and its impact on mentally retarded students’ interaction. Social and Behavioral Sciences, 1-6.

Sato, K. & Kleinsasser, R. (1999). Communicative language teaching (CLT): Practical understanding. The Modern Language Journal, 83(4), 494-517.

Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2016). Augmented Reality Digital Technologies (ARDT) for Foreign Language Teaching and Learning. FTC 2016 - Future Technologies Conference 2016, 6-7 December 2016, San Francisco, United States.

Sembiring, S. E. A., & Rosana, Y. (2019). English language acquisition of students with intellectual disabilities at special junior high school in Bengkulu. Edulitics Journal, 4(1), 13-20.

Skinner, M. E., & Smith, A. T. (2011). Creating success for students with learning disabilities in postsecondary foreign language courses. International Journal of Special Education, 26(2), 42-57.

Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners’ vocabulary learning. The Journal of Educators Online-JEO, 13(2), 50-72.

Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), 9-15.

Toledo, P., & Llorente, M. C. (2016). Formación inicial del profesorado en el uso de Tecnologías de la Información y la Comunicación (TIC) para la educación del discapacitado. Digital Education Review, 30, 123-134.

Turketi, N. (2010). Teaching English to children with ADHD. [Postgraduate Dissertation, School for International Training, Brattleboro, Vermont, USA]. https://digitalcollections.sit.edu/ipp_collection/483/

Turnbull, S. S. (2017). Extending research on the comparative efficacy of computer flashcard reading interventions in elementary-school students with intellectual disability. [Doctoral Dissertation, University of Tennessee]

Ware, J., Lye, C. B., & Kyffin, F. (2015). Bilingualism and students (learners) with intellectual disability: A review. Journal of Policy and Practice in Intellectual Disabilities, 12(3), 220-231.

Warschauer, M. (1996). Computer assisted language learning: An introduction.

In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo, Logos International.

Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos& C. Browne (Eds), New Perspectives on CALL for Second Language Classrooms (pp. 15–25). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Wesely, M. P. (2012). Learner attitudes, perceptions and beliefs in language learning. Foreign Language Annals, 45(1), 98-117.

Wight, M. C. S. (2015). Students with learning disabilities in the foreign language learning environment and the practice of exemption. Foreign Language Annals, 48(1). 39-55.

Williams, M., & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.

Williamson, D. M. (2017). Preview-View-Review: Increasing academic access for students with intellectual disabilities who are English learners. [Doctoral Dissertation, University of Nevada, Las Vegas]

Willis, J. (1996). A Framework for Task-Based Learning. Longman.

Young, A. S. (2014). Unpacking teachers’ language ideologies: Attitudes, beliefs, and practiced language policies in schools in Alsace, France. Language Awareness, 23, 157-171.

Yousefzadeh, M. (2016). The effect of task based language teaching on disabled learners’ first language written task accuracy, fluency, and complexity. International Journal of Educational Investigation, 3(5), 52-60.

Zainuddin, N., Sahrir, M. S., Idrus, R. M., & Jaffar, M. N. (2016). Scaffolding a conceptual support for personalized Arabic vocabulary learning using augmented reality (AR) enhanced flashcards. Journal of Personalized Learning, 2(1), 95-103.

Zhang, F., & Liu, Y. (2014). A study of secondary school English teachers’ beliefs in the context of curriculum reform in China. Language Teaching Research, 18(2), 187-204.

Zhang, C. (2019). Language immersion teachers’ perspectives of foreign language learning for students with disabilities [Doctoral Dissertation, Walden University].




DOI: http://dx.doi.org/10.46827/ejfl.v5i4.3781

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).