SLCD


	MFL & INCLUSION


	SPEECH, LANGUAGE AND COMMUNICATION DIFFICULTIES & foreign language learning

Learning and teaching

Why learn a foreign language if you have speech language and/or communication difficulties?

Anecdotal evidence suggests that children and young people with SLCD are amongst those most likely to be withdrawn from foreign language learning. At the same time, many children with just those difficulties are enjoying and benefiting from their MFL classes. So is withdrawing them really justified? Some professionals, including speech and language therapists, argue that, since better awareness of language is what students with SLCD need, MFL is the last subject from which they should be withdrawn. They point out that, at least in terms of conceptual content, early language learning is actually less difficult than some other subjects where students have to learn large amounts of specialised vocabulary just to understand what lessons are about.

I intend to collect on this page any references to MFL work being done with students who experience speech, language and/or communication difficulties. If you know of any useful resources or links that could be added to this page, please contact me.

You may also wish to look at the resources on the page that asks why students experiencing difficulties in learning should study MFL and at some of the little case studies in Workshop 3.


Language and the Curriculum - practitioner research in planning differentiation by Deirdre Martin and Carol Miller. Published in 1999 by David Fulton. Using examples from classroom practice, this book shows how pupils with SLCD can have access to learning opportunities similar to those of their peers. It illustrates with examples from different subject areas how teachers can use the whole curriculum as a vehicle for improving literacy and language. I am grateful to the authors, and to Taylor and Francis Publishers who now own this title, for permission to reproduce Chapter 5: 'Planning Modern Foreign Language lessons'. Thanks also to Andrea Kreyenborg-Nichols who was involved in the case study described. These are all PDF files that can be downloaded:
			Planning Modern Foreign Languages lessons
			Figure 5.1: Lesson plan
		Figure 5.2: Revised lesson plan
		Figure 5.3: New lesson plan -At the Post Office
	Figure 5.4: La Météo

		Figure 5.5: A la poste
		Figure 5.6: Student K

Other sources

In March 2000 Afasic Scotland* held a Conference which looked at educational provision for secondary age pupils with speech, language and communication difficulties (SLCD). In preparation for this, three group of young people with SLCD were consulted with a view to making their voices heard at the conference. The Conference Proceedings** published after the event include a summary of points emerging from the young people's discussions. Under the heading of 'School subjects' (pp. 16/17), subjects the young people found particularly difficult were listed as history, geography, science, maths, English and home economics. They enjoyed and appeared to have least difficulty with P.E., computing, technical studies and modern languages.

In a more recent publication*** which offers Guidance for professionals who teach and support pupils with SLCD in secondary schools, under the heading of Subject choice (p. 19) the following points are made:

Learning another language makes rather special and different learning demands. In the early stages learning a modern language can be a rewarding experience for pupils with speech, language and communication difficulties, and the value of intercultural activity for personal and social development should not be underestimated. However, because of the special learning demands, success within a second language should be carefully monitored. If this is problematic or causing undue frustration for the pupil, a decision needs to be made about whether it is appropriate to continue. Some advantages and disadvantages are set out in Table 2.

Table 2 lists the pros and cons of second language learning for pupils with SLCD:

Pro:
- Fewer meanings have to be acquired. The pupil is usually learning a new word for an item which already exists in his/her 'mental dictionary'.
- Every-day topics allow pupils to 're-visit' some aspects of life, social skills, etc. perhaps in a more age-related way.
- Self esteem: for the first time in many years, the pupils will be at the same stage as others in the class - and may progress quite well in the highly structured format of the early stages.

Con:
- The pronunciation is different. The language usually includes unfamiliar speech sounds in new combinations. This may make learning the phonological forms of words even more difficult.
- Many new words may be introduced at once, making heavy demands on the pupil's ability to remember associations between words and their meanings.

NOTES

* Afasic is the UK charity representing children and young adults with communication impairments, working for their inclusion in society and supporting their parents and carers. For further information see their website: http://www.afasic.org.uk
** The 2000 Conference and the subsequent booklet were titled New Voices - New Language.
*** Including young people with speech and language impairments in secondary school. Part A: Guidance for teachers. Part B: CPD - Tutor notes and task sheets. City of Edinburgh Council and Afasic Scotland (2007).


	Access to Modern Languages for children with severe communication difficulties http://www.ltscotland.org.uk/ictineducation/connected//archivedissues/c7homepage/c7SpecialFeature.asp


	'What is language when you don't think in words or pictures?' An article by Donna Williams in which she shares her personal experiences of dealing with autism and the acquisition of interpretive language as a second language. http://www.languagemagazine.com/december2006/Autism_Dec06_LM.pdf


	Glossary The charity Afasic produces a Glossary for professionals. It consists of free downloadable factsheets about different conditions that affect speech and language acquisition: http://www.afasic.org.uk/pub.htm They have recently added factsheets on specific memory disorders and bilingualism.


	Makaton multi modal communication programme Afasic also provides a factsheet about the use of Makaton to support people with speech, language and communitcation difficulties. Use the link above. Further information from the Makaton Vocabulary Development Project: http://www.makaton.org


	Communication Help Point is a training support for teachers who work with children to promote speech, language and communication development. http://www.communicationhelppoint.org.uk/


	Introducing new concepts Some thoughts on support for learners who have difficulty with concepts

	Download Introducing new concepts


	25.5.09 Language Disabilities In Cultural And Linguistic Diversity by Deirdre Martin, published by Multilingual Matters, May 2009. An account of language related disabilities in culturally and linguistically diverse contexts. It provides practical advice to professionals and parents who have to deal with real-life situations on a daily basis. Includes a chapter on Deafness in Culturally and Linguistically Diverse Communities. For more information see: http://www.multilingual-matters.com/display.asp?isb=9781847691590


	For further information and links, see David R Wilson's incomparable website: http://www.specialeducationalneeds.com


	This work is licenced under a Creative Commons Licence.


	Page last updated: 25.5.09
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