Guided Visual Vocabulary Practice: Spanish Language Vocabulary Instruction for Students with Learning Disabilities and Possibilities beyond the Foreign Language Classroom

ABSTRACTTheoretical and practical argumentation on the development of literary competence in the Spanish Language classroom, unifying guidelines for implementation as an essential vertex for the acquisition of communicative competence.RESUMENArgumentación teórico-práctica sobre el desarrollo de la competencia literaria en el aula de ELE, unificando directrices para su implementación como un vértice esencial para la adquisición de la competencia comunicativa.

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La imagen metalingüística de ser y

Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics ◽

10.1075/resla.28.1.11rom ◽

2015 ◽

Vol 28 (1) ◽

pp. 234-257 ◽

Cited By ~ 2

Author(s):

Francisco Romo Simón

Keyword(s):

Foreign Language ◽

Cognitive Linguistics ◽

Visual Language ◽

Spanish Language ◽

Cognitive Grammar ◽

Language Classroom ◽

Foreign Language Classroom

This paper analyzes the properties of the image as a tool for the description of grammar phenomena and peeks into its pedagogical potential through an application to the controverted dichotomy between ser and estar in Spanish. The use of visual language as a device for the analysis and presentation of grammar has been one of the Cognitive Linguistics’ most characteristic traits. Nevertheless, the application of this powerful tool in the Spanish Language classroom is still scant, despite the description potential that the experts grant to it. This paper shows an analysis of some approaches to ser and estar through Cognitive Grammar and the metalinguistic image, and proposes another possible interpretation based in those principles and aiming to be exportable to the Spanish as a Foreign Language classroom.

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Helping Students with Learning Disabilities (ASD)

Freeside Europe Online Academic Journal ◽

10.51313/alumni-2020-8 ◽

2020 ◽

Author(s):

Ian Jedlica

Keyword(s):

Autism Spectrum Disorder ◽

Learning Disabilities ◽

Foreign Language ◽

Social Economic ◽

Autism Spectrum ◽

Disadvantaged Students ◽

Students With Learning Disabilities ◽

Basic Principles ◽

British Council ◽

Language Classroom

Integration in education has brought students with learning disabilities into the forefront of everyday teaching in Hungary. Among many types of disadvantaged students, for example, those with ADHD, ODD, dyslexia, dysgraphia, dyscalculia, social, economic and linguistic disadvantages, there are also those who suffer from ASD (Autism Spectrum Disorder). This paper uses research from many papers, including those from Peter Moran of the British Council and Jennifer Reppond, to discover basic principles in how to deal with and teach this type of student in the foreign language classroom. It then moves on to show how these principles helped to create awareness of the problems involved and give some workable practices within the classroom to make an acceptable learning environment for one particular student with ASD.

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