Foreign language learners with Special Educational Needs.resources
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Almandos, C. & Petzold, A. (2001). Assessing for special education eligibility in the elementary immersion setting. St. Paul Public Schools, 360 Colborne St., St. Paul Minnesota.
American Speech-Language-Hearing Association. (1997-2002). Language-based learning disabilities. Available online at: www.asha.org
Andrade, C., Kretschmer, R., & Kretschmer, L. (1989). Two languages for all children: Expanding to low achievers and the handicapped. In K.E. Muller (Ed.)., Language in elementary schools. International Education Series. New York: The American Forum for Global Education
Bernhard, J.K. (1993). The effects of early French immersion programs on the learning disabled: Two positions. Exceptionality Education Canada, 3(4), 1-18.
Bruck, M. 91982). Language impaired children’s performance in an additive bilingual education program. Applied Psycholinguistics, 3, 45-60.
Cloud, N. (1994). Special education needs of second language students. In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 243-277). Cambridge: Cambridge University Press
Donley, P.R. (2002). A touch of ….class! The Canadian Modern Language Review, 59(2), 302-305.
Ganschow, L., Sparks, R.L., & Javorsky, J. (1998). Foreign language learning difficulties: A historical perspective. Journal of Learning Disabilities, 31, 3, 248-258
Ganschow, L. & Sparks, R. (2000). Reflections on foreign language study for students with language learning problems: Research, issues and challenges. Dyslexia, 6, 87-100. Genesee, F. (1992). Second/foreign language immersion and at-risk English-speaking children. Foreign Language Annals, 25(3), 199-213
Geva, E. & Clifton. (1994). The development of first and second language reading skills in early French immersion. The Canadian Modern Language Review, 50 (4), 646-667.
Gouin, D. (1998). Report on current practice: immersion program in Montgomery County, Maryland. In Met, M. (Ed.), Critical issues in early second language learning: building for our children’s future (pp. 62-64). Glenview, IL: Addison-Wesley Educational Publishers Inc.
Grosjean, F. (1998). Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition, 1, 131-149.
Gunderson, L. & Siegel, L.S. (2001). The evils of the use of the IQ test to define learning disabilities in first- and second-language learners. The Reading Teacher, 55(1), 48-55.
Heining-Boynton, A. (1994). The at-risk student in the foreign language classroom. In Meeting new challenges in the foreign language classroom. Central States Conferences Kansas City, Mo. 21-38.
Hodge, M.E. (1998). Teaching foreign language to at-risk learners: A challenge for the new millennium. Inquiry, 2(1), 68-78.
Holobow, (1998). A report on research: the suitability of immersion for all majority-language children. In Met, M. (Ed.), Critical issues in early second language learning: building for our children’s future e(pp. 68-73). Glenview, IL: Addison-Wesley Educational Publishers Inc.
Jordan, A., Lindsay, L., & Stanovich, P. (1997). Classroom teachers’ instructional interactions with students who are exceptional, at-risk, and typically achieveing. Remedial and Special Education, 18, 2,82-93
Kertschmer, R.R.Jr., & Kretschmer, L.W. (1998). In Met, M. (Ed.), Critical issues in early second language learning: building for our children’s future (pp. 65-68). Glenview, IL: Addison-Wesley Educational Publishers Inc.
Kozulin, A. & Garb, E. (2001). Dynamic assessment of EFL Text Comprehension of at-risk students. Paper presented at the 9th conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
Laliberty, E.A. & Berzins, M.E. (2000). Creating opportunities for emerging biliteracy. Primary voices K-6, 8 (4), 11-18.
Mannavarayan, J. (2002). The French immersion debate: French for all or all for French. Calgary, Alberta, CA: Detselig Enterprises Ltd.
Medeiros Landurand, P. & Cloud, N. (May 1991). How disability can affect language acquisition. ERIC Excerpt. Washington, DC: ERIC Clearinghouse on Handicapped and Gifted Children. Reston, VA.
Pardis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research, 46, 113-127.
Poplin, M. & Philipps, L. (1994). Sociocultural aspects of language and literacy: Issues facing educators of students with learning disabilities. Learning Disability Quarterly, 16, 245-255.
Raymond, E.B. (2000). Language characteristics. In E.B. Raymond (Ed.), Learner with mild disabilities (pp. 219-249). Needham Heights, MA: Allyn & Bacon.
Robinson, D.W. (1998). The cognitive, academic, and attitudinal benefits of early language learning. In Met, M. (Ed.), Critical issues in early second language learning: building for our children’s future (pp. 37-43). Glenview, IL: Addison-Wesley Educational Publishers Inc.
Rosenbusch, M.H. (1998). Is foreign language education for all learners. In Met, M. (Ed.), Critical issues in early second language learning: building for our children’s future (pp. 57-59). Glenview, IL: Addison-Wesley Educational Publishers Inc.
Sax Mabbott, (1994). Students labeled lerning disabled and the foreign language requirement: Background and suggestions for teachers. In C.lA. Klee, (Ed.), Faces in a crowd: The individual learner in multi-section courses (pp.325-353). AAUSC: Heinle & Heinle.
Schneider, E. & Ganschow, L. (2000). Dynamic assessment and instructional strategies for learner who struggle to learn a foreign language. Dyslexia, 6, 72-82.
Schwarz, R. (1997). Learning disabilities and foreign language learning: A painful collision. LD Online. Available online at: http://www.ldonline.org/ld_indepth/foreign_lang/painful_collision.html
Snodgrass, L.L. (1993). Learning disabilities and theories of foreign language learning. Rehabilitation Education, 7, 59-66.
Sparks, R. (1995). Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187-214.
Sparks, R. Genschow, L., Kenneweg, S. & Miller, K. (1991). Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: explicit teaching of phonology in a second language. Annals of Dyslexia, 41, 97-118.
Sparks, R. Ganshow, L, Pohlman, J., Skinner, S. & Artzer, M. (1992). The effects of Multisensory Structured Language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners. Annals of Dyslexia, 42, 25-53.
Spinelli, E. (1996) Meeting the challenges of the diverse secondary school population. In Wing, B.H. (Ed.), Foreign languages for all: challenges and choices (pp.57-90). Lincolnwood, IL: National Textbook Company.
Torres, I. (1996). Report on current practice: K-8 program in Ferndale, Michigan. In Met, M. (Ed.), Critical issues in early second language learning: building for our children’s future (pp. 60-61). Glenview, IL: Addison-Wesley Educational Publishers Inc.
Wilson, D.R. (2000). Building bridges to inclusive foreign language education through appropriately applied technologies. Paper presented at the 4th Conference on Foreign Language Education and Technology in Kobe, Japan. Available online at http://www.tomwilson.com/david/mfl/fleat4/
Wing, B.H. (Ed.) (1996). Foreign languages for all: challenges and choices. Lincolnwood, IL: National Textbook Company.