Access and Meaning: The Keys to Effective Computer Use by Children with Language Disabilities

1994 ◽  
Vol 12 (3) ◽  
pp. 257-275 ◽  
Author(s):  
Laura F. Meyers
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Written Language ◽  
Personal Meaning ◽  
Speech Output ◽  
Language Disabilities ◽  
Language Structure ◽  
Computer Based ◽  
Pencil And Paper

Computers can empower children with disabilities to participate in the normal processes of spoken and written language learning. To accomplish this, teachers must put access to computer-based speech output and text under the control of children with disabilities. Then, teachers must support children's construction of internal grammars by providing the language structure needed to link the computer-based speech and text with the children's personal meaning systems. A research project with children with Down syndrome is reported, supporting the contention that combining access to speech and text through technology with teaching methods that provide the language structure to link the speech output and text with personal meaning results in significantly improved language use compared with implementation of identical teaching methods with computers without speech output, or identical teaching methods with pencil and paper. Implications about the requirements for effective computer-based language interventions and about the role of teachers are discussed.

Resistance to CALL: degrees of student reluctance to use CALL and ICT

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 38-46 ◽  
Author(s):  
John Gillespie ◽  
Jane McKee
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Psychological Factors ◽  
Computer Conferencing ◽  
The Internet ◽  
Student Resistance ◽  
Computing Environment ◽  
Computer Based Learning ◽  
Principal Finding ◽  
Computer Based

This paper examines the range of different factors which in our experience contribute to student resistance to the use of computers for language learning. These problems relate to aspects of the computing environment, social and psychological factors and issues relating to the curriculum and teaching methods. We have made basic suggestions about ways of overcoming these resistances. However our principal finding is that the most effective and coherent way of fostering student adoption of CALL is to develop a computer based learning environment, which draws on the success of communications software and the Internet, based on the computer conferencing program First Class.

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

Effect of Perceiving Computing to Be an Acquirable Skill upon a Computer-Mediated Serial Recall Task

2005 ◽  
Vol 100 (2) ◽  
pp. 354-356 ◽  
Author(s):  
M. J. Brosnan
Keyword(s):  
Serial Recall ◽  
Short Term Memory ◽  
Recall Task ◽  
Short Term ◽  
Term Memory ◽  
Computer Mediated ◽  
Serial Recall Task ◽  
Computer Based ◽  
Pencil And Paper ◽  
Traditional Assessments

Serial recall tasks assess the capacity of verbal short-term memory. The perception of computing as an acquirable skill rather than a fixed ability affected performance upon computer-based serial recall tasks but did not affect performance on comparable pencil-and-paper tasks. Computerized versions of traditional assessments should control for this.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

The Implications of Emergent Literacy Research for Children With Developmental Disabilities

1991 ◽  
Vol 1 (1) ◽  
pp. 38-44 ◽  
Author(s):  
David A. Koppenhaver ◽  
Patsy P. Coleman ◽  
Sophia L. Kalman ◽  
David E. Yoder
Keyword(s):  
Developmental Disabilities ◽  
Language Learning ◽  
Emergent Literacy ◽  
Continuous Process ◽  
Literacy Learning ◽  
Written Language ◽  
Literacy Research ◽  
Children With Developmental Disabilities

Recent research in emergent literacy has led to a conceptualization of literacy learning as a continuous process that begins at birth. Such a view has critical implications for children with developmental disabilities because it implies that the potential for written language learning is present in everyone. In this article, emergent literacy research in both nondisabled children and children with developmental disabilities is synthesized. Implications of the research for parents, practitioners, and researchers are drawn.

scholarly journals Manajemen Pembelajaran Bahasa Arab Berbasis TIK di Madrasah Aliyah Daarul Uluum Majalengka

2017 ◽  
Vol 2 (1) ◽  
pp. 155-167
Author(s):  
Badrudin Badrudin
Keyword(s):  
Language Learning ◽  
Research Method ◽  
Arabic Language ◽  
Learning Model ◽  
Research Approach ◽  
Learning Tools ◽  
Digital Era ◽  
Computer Based ◽  
Descriptive Method ◽  
Integration Effort

This study aimed to analyze the management of ICT-based Arabic learning. This study was designed to find the management of ICT-based Arabic learning in MA Daarul Uluum Majalengka. This study proposed that the integration of various fields of studies with ICT, including Arabic language learning, is undeniably vital to be enhanced in this digital era. However, the constraints experienced by some institutions, especially the educators, have not had a clear format of the use of ICT in the integration effort of the both disciplines. This study applied a qualitative research approach. The research method was descriptive method. The data were collected by conducting observation, interview, and documentation. The data were analyzed using the techniques qualitative analysis. The results showed that the design of ICT-based Arabic learning model can be developed at MA Daarul Uluum Majalengka a communicative computer-based Arabic learning model. The materials and other learning tools are designed using a computer program. Through this kind of learning models, a teacher served as learning motivator and facilitator elaborating the materials that need clarification for the learners.

scholarly journals Ideologies of language at Hippo Family Club

Pragmatics ◽  
2015 ◽  
Vol 25 (2) ◽  
pp. 205-227
Author(s):  
Chad Nilep
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Use ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Ethnographic Study ◽  
Approach To Learning ◽  
Japanese Schools ◽  
State Language

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

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