Dr. Mona Tawakkul Elsayed

Associate Prof. of Mental Health and Special Education

A bibliography


David R. Wilson

A bibliography
of modern foreign languages
and special educational needs

Newcastle upon Tyne
David R. Wilson, B.A. University of Leeds, Grad.Cert.Ed., M.A., M.Ed. University of Newcastle upon Tyne, Adv.Dip.Ed. Open University, teaches French, German and learners with special educational needs at Harton Technology College in South Shields.

In 1996 a project report entitled Appropriateness matters: special educational needs policy-making in a secondary school modern languages department was submitted to the Open University in partial fulfilment of the requirements of the Advanced Diploma in Special Needs in Education. Since it first appeared as an appendix to this assignment, the present bibliography has undergone many revisions and expansions. Suggestions for the inclusion of further relevant entries in later editions are welcomed.

© 2012 David R. Wilson, Newcastle upon Tyne

Web: http://www.specialeducationalneeds.com

Email: [email protected]

Contents

Page

Provision and practice.................................................................... 1

Country profiles.................................................................... 24

Entitlement............................................................................ 25

Autonomy.............................................................................. 29

Curriculum development..................................................... 29

Differentiation....................................................................... 33

Information Technology...................................................... 36

Collaboration........................................................................ 49

Professional development.................................................... 50

Educational sectors....................................................................... 52

Primary education................................................................. 52

Secondary education............................................................ 54

Special education.................................................................. 57

Higher education................................................................... 67

Cognition and learning difficulties.............................................. 70

Moderate learning difficulties.............................................. 72

Severe learning difficulties.................................................. 73

Specific learning difficulties................................................ 76

Social, emotional and behavioural difficulties........................ 141

Communication and interaction difficulties............................ 142

Speech, language and communication needs................... 143

Autistic spectrum disorders............................................... 148

Sensory and physical difficulties............................................... 151

Hearing impairment............................................................ 151

Visual impairment.............................................................. 163

Physical and medical difficulties....................................... 178



Provision and practice


  1. Albisser, M.-Y. (1994) Quelle pédagogie pour les élèves en difficulté? Anglais premier cycle, Strasbourg: CRDP d’Alsace.

  2. Alison, J. (1993) ‘Catering for pupils with learning difficulties and/or behavioural problems in ordinary and special schools’, CILT Languages and Special Educational Needs Project Bulletin 4, pp. 5‑8.

  3. Amend, A. E., Whitney, C. A., Messuri, A. T. and Furukawa, H. (2009) ‘A Modified Spanish Sequence for Students with Language-Based Learning Disabilities’, Foreign Language Annals 42(1), pp. 27-41.

  4. Andrade, C., Kretschmer, R. and Kretschmer, L. (1993) ‘Two languages for all children: Expanding to lower achievers and the handicapped’, in Oller, J. and Richard-Amato, P. (eds.), Methods that Work II. New York: Heinle & Heinle.

  5. Armstrong, D. and Heathcote, V. (2003) Literature review of ESOL for learners with learning difficulties and/or disabilities, http://www.nrdc.org.uk/uploads/documents/doc_2791.pdf

  6. Artiles, A. J. and Ortiz, A. A. (eds) (2002) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington, DC: Center for Applied Linguistics.

  7. Artiles, A. J. and Ortiz, A. A. (2002) ‘Contexts and possibilities’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  8. Asher, C. and Chambers, G. N. (1995) Modern Foreign Languages and Special Educational Needs: a survey of provision and practice in a sample of mainstream and special schools, Leeds: University of Leeds.

  9. Atkinson, A. (1992) ‘What’s the point?’, Special Children 53, pp. 14-17.

  10. Baca, L. M. (2002) ‘Trends and future directions’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  11. Barnett, H. (1985) ‘A new challenge: the foreign language learner with special educational needs’, New York State Association of Foreign Language Teachers Language Association Bulletin 36(3).

  12. Barnett, H. (1985) ‘Foreign languages for the learning disabled: a reading teacher’s perspective’, New York State Association of Foreign Language Teachers Language Association Bulletin 36(3).

  13. Beckett, C., Nevin, A., Comella, S., Kane, N., Romero, P. and Bergquist, G. (2002) Meeting the Special Needs of Dual Language Learners with Disabilities: Integrating Data Based Instruction and the Standards for Teaching English for Speakers of Other Languages, paper presented at the Annual Meeting of the Council for Exceptional Children/Arizona Federation, Phoenix, AZ, February 8-9, 2002.

  14. Berberi, T., Hamilton, E. C. and Ian M. Sutherland, I. M. (eds) (2008) Worlds Apart? Disability and Foreign Language Learning, Yale University Press.

  15. Bereczkiné, F. E. (2003) ‘Esélyegyenlőség és idegennyelv-tanulás [Equality of Chances and Foreign Language Learning]’, Fejlesztő Pedagógia 2003/6, pp. 38-41. Online at http://www.mentor-konyvesbolt.hu/site/fejlped/lap2003.6.htm

  16. Bergström, M. (2001) ‘Children with special needs as second language learners’, in Björklund, S. (ed.) Language as a Tool. Immersion Research and Practices, Vaasa: University of Vaasa Department of Scandinavian Languages, pp. 127-139.

  17. Bleasdale, C. (2006) ‘Working Together for Inclusion’, Scottish Languages Review 14. Online at http://www.scilt.stir.ac.uk/SLR/Current%20Issue/SLR14Bleasdale%20final.pdf

  18. Boarder, B. (1999) ‘Helping students with special learning difficulties’, ELT News & Views Argentina June 1999. Online at http://www.musicalenglishlessons.org/art-specialneeds.htm

  19. Börner, O. (2004) ‘Englisch auch für Schülerinnen und Schüler mit besonderem Förderbedarf’, Verband Sonderpädagogik, Sonderpädagogischer Kongress Grenzen überwinden — Erfahrungen austauschen, Universität Hamburg, 25.-27.3.2004.

  20. Bovair, K. and Robbins, B. (2001) ‘Modern foreign languages’, in Carpenter, B., Ashdown, R. and Bovair, K. (eds) Enabling Access: Effective teaching and learning for pupils with learning difficulties, London: David Fulton.

  21. Bovair, M. (1995) ‘Only the top sets did French: Teaching modern languages to SEN pupils’, Special 4(10), p. 31.

  22. Bretagne, R de (2007) Teaching foreign languages to the elderly and those with learning disabilitites, http://www.helium.com/tm/112718/purpose-writing-review-guide

  23. British Columbia Ministry of Education (2002) Students with Special Needs and Second-Language Study, http://www.bced.gov.bc.ca/irp/cfrench512/ssnsls.htm

  24. British Council (2001) Information on special needs in ELT. http://www.britishcouncil.org/english/eltecs/specialneeds.htm

  25. Brockhaus, W. (1980) ‘Lernschwierigkeiten und Lehrstrategien im Englischunterricht bei „leistungsschwachen“ Schülern’, Die Deutsche Schule, H.3, pp. 139-150.

  26. Brusca-Vega, R. (2002) Serving English Language Learners with Disabilities: Illinois Requirements, http://www.isbe.state.il.us/spec-ed/PDF/BMChapter1-7-12.pdf

  27. Brown, C. (1985) ‘The better for the experience: foreign language learning for pupils with learning difficulties’, Modern Languages in Scotland 27, pp. 129‑156.

  28. Brown, S. (1993) ‘No special cases’, Times Educational Supplement Extra Modern Languages, March 26, 1993, p. VI.

  29. Brown, S. S. and Robinson, P. (n.d.) Addressing Print Disabilities in Adult Foreign-language Acquisition, http://www.cus.cam.ac.uk/~ssb22/source/hcii.pdf

  30. Bundesministerium für Bildung, Wissenschaft und Kultur (2002) Languages and Special Needs: Fremdsprachenunterricht für Kinder mit sonderpädagogischem Förderbedarf, Vienna.

  31. Bundesministerium für Bildung, Unterricht und Kultur (2007) ESNE – English in Special Needs Education Integration SEN pupils - a challenge for the language team in lower secondary Bundesweites Fortbildungsseminar für das Team Sprachlehrer/in und Integrationslehrer/in, 26. – 28. März 2007, St. Pölten Bildungshaus St. Hippolyt. Dokumentation, Vienna: Bundesministerium für Bildung, Unterricht und Kultur. Online at http://www.cisonline.at/fileadmin/kategorien/ESNE_Druckversion_16.11.2007.pdf

  32. Butkiewicz, A. (2003) Nauczanie języków obcych uczniów ze specjalnymi potrzebami edukacyjnymi, Ogólnopolska Konferencja, nt. nauczania języków obcych uczniów ze specyficznymi potrzebami edukacyjnymi, II Podstawowa Szkoła Społeczna i II Społeczne Gimnazjum STO w Gdańsku, Gdańsk, 27 wrzesień 2003.

  33. Campbell, J. (1993) ‘These success encourages: they can because they think they can’, Studies in Modern Languages Education 1, pp. 21-41.

  34. Castro, O. (1998) Teaching Spanish to the learning-disabled and at-risk student: Successful teaching techniques, Cherry Creek School District, Denver, September 1998.

  35. Castro, O. (2000) Paying Attention to Changing Demographics and Different Needs of Students in Foreign Language Departments, Modern Language Association Annual Convention, Washington D.C., December, 2000.

  36. Castro, O. (2002) ‘El cambiante panorama demográfico de la población estudiantil en los departamentos de lenguas: Soluciones efectivas a nivel universitario y recomendaciones para su implementación en la escuela secundaria’, Hispania 85(1), pp. 117-130.

  37. Centre for Information on Language Teaching and Research (1997) Information Sheet 76: Languages and special needs (lower attainers and students with learning difficulties), London: Centre for Information on Language Teaching and Research. Also online at http://www.cilt.org.uk/infos/76to100/info76.htm

  38. CfBT Education Trust in partnership with Association for Language Learning (2008) Modern foreign languages: Making the most of the new curriculum to support both gifted and talented students and those with SEN, in languages, http://all-nsc.org.uk/files/langsinc.pdf

  39. Cline,T. and Tatheer, S. (2000) Language Needs or Special Needs? The Assessment of Learning Difficulties Among Children Learning English as an Additional Language: A Literature Review, DFEE Research Report RR184, http://www.dfes.gov.uk/research/data/uploadfiles/RR184.doc

  40. Cloud, N. (1994) ‘Special Education Needs of Second Language Students’, in Genesee, F. (ed.) Educating Second Language Children: The Whole Child, the Whole Curriculum, The Whole Community, New York: Cambridge University Press, pp 243-277.

  41. Collier, C. and Brown, J. E. (n.d.) Working with ELL/LEP with special needs, http://www.crosscultured.com/articles/Working%20with%20SPEDLEP.pdf

  42. Collins, A. M. (1993) A study of the provision of modern languages for pupils with special educational needs. M.Ed. dissertation, Queen’s University of Belfast.

  43. Colville-Hall, S., Welton, E., and Vakil,S. (2003). Including children with special needs in foreign language classes. NEOLA Akron Area Foreign Language Teachers.

  44. Cornwall County Council (1990) Modern languages and special needs, Truro: Cornwall County Council.

  45. Coudray, C. (1997) ‘Un cas de rémédiation en anglais: I received a letter yesterday’, in Vermersch, P. and Maurel, M. (eds) Pratiques de l’entretien d’explicitation, Paris: ESF, Chapter 5. Online at http://www.es-conseil.fr/GREX/texte%20entretien%20d'explicitation/pratiques%20de%20l'ede/CHAP5_coudray.html

  46. Coven, L. (1992) Curriculum Issues: Second Language Acquisition for Special Needs Students. ERIC Document ED 345 536.

  47. Coven, L. (1994) ‘Second Language Acquisition for Special Needs Students’, Curriculum Review 33(9), pp. 3, 5. Online at http://www.sbuniv.edu/~tsukany/esl-ther/special.htm

  48. Crooks, S. (2002) We can do more than just love them: Teaching a language to special needs students, Foreign Language Association of Georgia, 2002 Conference FLAG Pre-Conference Workshops Center For Continuing Education, Athens, GA.

  49. Croucher, N. (2003) Educating the Doubly Exceptional Student, poster presentation at Spring Symposium, Sharing the Learning, Tuesday, May 18, 2003, Eastern Oregon University.

  50. Deane, M. (1992) ‘Teaching modern languages to pupils with special educational needs? With pleasure!’, Language Learning Journal 6, pp. 43-47.

  51. Degen, S. (1999) Integration im Englischunterricht. Chancen gemeinsamen Lernens für Kinder mit und ohne Behinderung. Neuwied, Kriftel, Berlin: Luchterhand Verlag.

  52. Dopitová, H. (2007) Meeting the Needs of Students with Special Educational Needs in Mixed Classrooms, Bachelor’s Thesis, Brno: Masaryk University Brno, Pedagogical Faculty, English Language and Literature Department. Online at http://is.muni.cz/th/152777/pedf_b/Bachelor_thesis_07.pdf

  53. Doyé, P. (2001) Fremdsprachenunterricht für leistungsschwache Schüler/innen, paper presented at the Internationales Fremdsprachensymposium, 12.3. -13.3.2001 Languages and Special Needs, Fremdsprachenunterricht für Kinder mit sonderpädagogischem Förderbedarf - Schwerpunkt Integration, Vienna: Pädagogische Akademie der Erzdiözese Wien, Mayerweckstraße 1, 1210 Wien.

  54. Dufva, M. (1998) Promoting at-risk children’s foreign language learning, paper presented at the XX Nordic Congress of Psychology & Psykologia 98: Ways of Supporting Language Acquisition, August 26-29, 1998, Helsinki, Finland.

  55. Dufva, M. (1999) An intervention program for at-risk pupils with foreign language learning difficulties, paper presented at EARLI 99, Department of Education, Göteborg University, 24-25 August 1999.

  56. Dufva, M. and Vauras, M. (2002) ‘Promoting at-risk pupils’ foreign language literacy learning’, in Verhoeven, L., Erlbro, C. and Reitsma, P. (eds) Precursors of functional literacy, Dordrecht, NL: Kluwer, pp. 317-337.

  57. Durán-Cerda, D. (2002) Teaching Foreign Languages to Students with Learning Differences: The Landmark College Method, paper presented at the Arizona Language Association Annual Conference 2002, Glendale, Arizona.

  58. Duval, E. D. (2006) ‘Including Students with Disabilities in a Foreign Language Class’, Teaching Exceptional Children, 38(6), pp. 42-48. Online at http://cell.uindy.edu/conferencecd2007/files/34%20Including%20Students%20with%20Disabilities%20in%20a%20Foreign%20Language%20C.pdf

  59. Edwards, S. (1998) Modern foreign languages for all: success for pupils with special educational needs, Tamworth: NASEN.

  60. Ehrman, M. E. (1996) Understanding second language learning difficulties, London: Sage Publications.

  61. Ellis, G. (n.d.) Teaching children with additional educational needs, http://www.teachingenglish.org.uk/think/methodology/additional_needs.shtml

  62. ELTWeb (2003) English Language Teaching Web: Disabilities, http://www.eltweb.com/liason/Disabilities/

  63. Erben, T. (n.d.) Foreign Language (Immersion) Learners and Special Needs, http://www.coedu.usf.edu/terben/blxspn/special%20needs.html

  64. Figueroa, R. A. (2002) Toward a New Model of Assessment’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  65. Firkins, A., Forey, G. and Sengupta, S. (2007) ‘Teaching writing to low proficiency EFL students’, ELT Journal 61(4), pp. 341-351.

  66. Fowler, M. (1989) ‘Modern languages and low achievers’, in Ramasut, A. (ed.) Whole school approaches to special needs: a practical guide for secondary school teachers, Lewes: Falmer Press, pp. 122-140.

  67. Freeman, Y. and Freeman, D. (2003) ‘Struggling English Language Learners: Keys for Academic Success’, TESOL Journal 12(3), pp. 5-10.

  68. Frigerio Sayilir, C. (2007) (Fremd)Sprachenlernen -nichts für Kinder mit besonderen Bedürfnissen?: Handout Referat, http://www.phsh.ch/webautor-data/260/sd_sprachenvortragsreihe_handout_frigerio_aug_07.pdf

  69. Frigerio Sayilir, C. (2007) (Fremd)Sprachenlernen -nichts für Kinder mit besonderen Bedürfnissen?: Literaturliste Referat, http://www.phsh.ch/webautor-data/260/sd_sprachenvortragsreihe_literaturliste_frigerio_aug_07.pdf

  70. Fuchsluger, C. (1996) ‘Englischunterricht in Integrationsklassen’, Erziehung und Unterricht 10, pp. 770-772.

  71. Gallagher, T. (2004) M.F.L., http://www.sensite.co.uk/mfl.html

  72. Genesee, F. H. (1992) ‘Second/Foreign language immersion and at-risk English-speaking children’, Foreign Language Annals 25(3), pp. 199-213.

  73. Georgia Department of Education (1999) ESOL Teachers’ Guide to SST & Special Education Referrals, http://www.glc.k12.ga.us/qstd-int/ancill/esol/ind-esol.htm#esoltg

  74. Gersten, R. and Baker, S. (2000) ‘What we know about effective instructional practices for English language learners’, Exceptional Children 66(4), pp. 454‑470.

  75. Gersten, R., Baker, S., Marks, S.U. and Smith, S.B. (n.d.) Effective instruction for learning disabled or at-risk English language learners: An integrative synthesis of the empirical and professional knowledge bases, Washington DC: Elementary & Middle Schools Technical Assistance Center.

  76. Glass, A. (1984) ‘French and pupils with mild mental handicap (MMH)’, Modern Languages in Scotland 26, pp. 86-90.

  77. Goldstein, B. S. C. (2002) ‘The joys and challenges of critical pedagogy’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  78. Gould, M (1996). ‘Teaching languages to students at risk: a case study.’ Babel 31(3), pp. 4-9.

  79. Greenstock, L. (2004) ‘LangSEN Project’, MFL 6, p. 9. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl6.pdf

  80. Hamayan, E. (2002) Intervention Strategies for Second Language Learners with Special Needs, Workshop at ECIS conference, Leysin.

  81. Hansford, R. (1993) ‘MFL and SEN: the 2nd CILT survey’, CILT Languages and Special Educational Needs Project Bulletin 4, pp. 1-2.

  82. Harding, E. (1998) ‘Travel opportunities for language learners with Lingua Action E’, CILT Languages and Special Educational Needs Project Bulletin 10, pp. 8‑9.

  83. Heining-Boynton, A. (1994) ‘The at-risk student in the foreign language classroom’, in Crouse, G. K. (ed.) Meeting new challenges in the foreign language classroom, Lincolnwood, IL: National Textbook Company, pp. 21‑38.

  84. Herbert, M. and Hostetter, C. (eds) (2003) English Learners: Literacy and Achievement, The Utah Special Educator 23(5). Online at http://www.updc.org/library/speducator/pdf/apr2003.pdf

  85. Hill, B. A. B. (1999) Making Latin Learnable, Illinois Classical Congress-National Louis University, 1999 Latin Pedagogy Workshop, Evanston, IL, July 10, 1999.

  86. Hill, B. A. B. (2003) Teaching Latin to Students with Special Learning Needs, National Louis University-Illinois Classical Congress Latin Pedagogy Workshop, Evanston, IL, July 9, 2003.

  87. Hinz, K. (1991) ‘Schüler mit schwierigen Voraussetzungen im Englischunterricht’, in Grebing, R. (ed.) Grenzenloses Sprachenlernen, Berlin: Cornelsen, pp. 195-204.

  88. Hodge, M. (1998) ‘Teaching Foreign Language to At-Risk Learners: A Challenge for the New Millennium’, Inquiry 2(1), pp. 68-78. Online at http://www.vccaedu.org/inquiry/inquiry-spring98/i21hodge.html

  89. Hodge, M. (1998) ‘Teaching Foreign Languages to LD and ADD/ADHD Learners: A Challenge for the New Millennium’, http://www.nvcc.edu/home/nvhodgm/Professional/TeachingFLtoLD&ADHD-ADDLearners.html

  90. Hodge, M. E. (1999) Inclusion: How does it work?, Melrose Public Schools Workshop, http://www.nv.cc.va.us/home/nvhodgm/Nadsfl99/

  91. Hodge, M. E. (2000) Is It Possible…? Isn’t It Possible...? Inclusion in the L2/FL Classroom, presentation at George Mason University, September 23, 2000, http://www.nvcc.edu/home/nvhodgm/GMU/index.htm

  92. Hoffmann, A. and Niermeyer, G. (1989) ‘Englisch integrativ —  wie geht denn das?’, in Schley, W., Boban, I. and Hinz, A. (eds) Integrationsklassen in Hamburger Gesamtschulen, Hamburg: Curioverlag Erziehung und Wissenschaft.

  93. Hoffenberg-Serfaty, E. (n.d.) Are we prepared to work with SEN?, http://www.enabling.org/ellen/areweprepared.ppt

  94. Hogan, J. and Norris, L (1999) Two Languages Too: Second Language Learning and Children with Special Needs, Perth: Education Department of Western Australia.

  95. Holmes, B. (1991) Pathfinder 6: Communication re-activated — teaching pupils with learning difficulties, London: Centre for Information on Language Teaching and Research.

  96. Holmes, B. (1994) ‘Learners in difficulty’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 4-7.

  97. Illinois State Board of Education (2002) Serving English language learners with disabilities: a resource manual for Illinois educators, http://www.isbe.state.il.us/spec-ed/bilingualmanual2002.htm

  98. Ilyin, D. (1983) ‘What can be done to help the low-ability student?’, System 11(2), pp. 163-179.

  99. Inner London Education Authority (1989) Languages and special needs, London: The Languages Centre, Inner London Education Authority.

  100. Institut National de Recherche Pédagogique (n.d.) Langues vivantes en ZEP et REP: Repères, Pistes de réflexion, Ressources/outils, http://www.inrp.fr/zep/partheme/langues.htm

  101. Janíková, V. (2002) ‘Výuka cizích jazyků u dětí se speciálními vzdělávacími potřebami a relaxační cvičení’, Cizí jazyky 46(2), pp. 52-54.

  102. Janíková, V. (2003) ‘Tvůrčí psaní jako jeden z prostředků terapie při výuce němčiny u žáků se speciálními potřebami učení’, in Vzdělávání učitelů cizích jazyků na počátku 21. století, Praha : Univerzita Karlova-Pedagogická fakulta, pp. 130-133.

  103. Janíková, V. (2003) Výuka německého jazyka u žáků se speciálními vzdělávacími potřebami, Brno: Masarykova univerzita v Brně, pedagogická fakulta.

  104. Janíková, V. (2004) ‘Výuka němčiny u žáků se speciálními potřebami učení’, in Teoretické východiská a perspektívy vyučovania cudzích jazykov na roznych typoch skol, Bratislava: Lingos, pp. 85-93.

  105. Janíková, V. (2004) ‘Fremdsprachenunterricht und Kinder mit besonderen Bildungsbedürfnissen in der Tschechischen Republik. Problemfelder und mögliche Lösungen’. In Integrations-und Sonderpädagogik in Europa, Bad Heilbrunn: Julius Klinkhardt, pp. 274-279.

  106. Janíková, V. (2007) ‘Žáci s poruchami učení a chování ve výuce němčiny: rituály a pohyb’, Komenský, Brno: Pedagogická fakulta MU, pp. 29-33.

  107. Janíková, V. and Bartoňová, M. (2003) Výuka německého jazyka u žáků se speciálními vzdělávacími potřebami, Brno: MU Brno.

  108. Johnson-Perrodin, L. M. (1998) ‘Scaffolded Instruction: Promoting Biliteracy for Second Language Learners with Language/Learning Disabilities’, Revista Electrónica de Investigación y Evaluación Educativa 4(1).

  109. Jones, B. (1989) ‘Motivation für Langsamlerner – Begegnung ohne Reisen’, in Müller, B.D. (ed.). Anders lernen im Fremdsprachenunterricht, München: Langenscheidt, pp. 47-57.

  110. Jurek, A. (2003) ‘Nauczanie języków obcych uczniów ze specjalnymi potrzebami edukacyjnymi’, Języki obce w szkole 5/2003, pp. 177-179. Online at http://www.codn.edu.pl/struktura/pjo/jows/pdf/2003_05.pdf

  111. Kay, R. (2001) ‘Special Needs: a challenge neglected by ELT’, IATEFL Issues 158. Also online at http://www.eayrs.com/ELT/publications/IATEFL_Issues/Archives/Texts/158Kaye.html.

  112. Kendall, C., ed. (2003) Alumni Connection: The Special-Needs Student in the Foreign Language Classroom, May 2003 electronic issue of the National K-12 Foreign Language Resource Center, http://www.educ.iastate.edu/nflrc/newslet/may-news.htm

  113. Kennedy, M. (2000) Benefits of MFL teaching for SEN pupils? PGCE Dissertation, University of Oxford Department of Educational Studies.

  114. Kim, S.-Y. (2009) ‘Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts’, Foreign Language Annals 42(1), pp. 138-157.

  115. Kónya B. (2001) Planning structured activities for visually impaired students with learning difficulties, BEd Thesis, Centre for English Teacher Training, Eötvös Loránd University, Budapest.

  116. Kormos G. (2001) Improving memory skills of students with impaired vision and learning difficulties in the EFL classroom, BEd Thesis, Centre for English Teacher Training, Eötvös Loránd University, Budapest.

  117. Kormos, J. and Kontra, E. H. (ed.) (2008) Language learners with special needs: an international perspective, Clevedon: Multilingual Matters.

  118. Kretschmer, R. and Kretschmer, L. (1997) ‘Two languages for all children: Expanding to low achievers and children with special needs’, in Rosenbusch, M. H. (ed.), Is foreign language education for all learners?, Ames: Iowa State University.

  119. Kristmanson, P. (1999) ‘Editorial’, Le Lien 12(1), http://www.unb.ca/slec/Publications/lelienSept.html

  120. Krohn, D. (1981) Lernervariablen und Versagen im Englischunterricht: eine Untersuchung in der Orientierungsstufe, Paderborn: Schöningh.

  121. Kryger, J. (1995) ‘‘Vidi’ …breaths life into foreign languages’, Bridges 2(2), pp. 10-11.

  122. Kutscher, S. (2003) ‘Englisch im Förderschwerpunkt Lernen. Ein Überblick über die Berücksichtigung dieser Thematik in den einzelnen Bundesländern mit didaktisch-methodischen Überlegungen’, Zeitschrift für Heilpädagogik 12, pp. 511-518.

  123. Kutscher, S. (2004) ‘Fremdsprachenunterricht aus sonderpädagogischer Perspektive’, in Verband Sonderpädagogik e.V. (ed.) Grenzen überwinden – Erfahrungen austauschen. Der große Berichtsband zum Sonderpädagogischen Kongress 2004, Würzburg, pp. 175-187.

  124. Laverick, C A. (1992) Modern foreign language teaching and special educational needs, M.Ed Thesis, University of Nottingham.

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  126. Lee, B. (1991) Extending opportunities: modern foreign languages for pupils with special educational needs, Slough: National Foundation for Educational Research.

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Country profiles


  1. Allender, S. C. (1998) Adult ESL Learners with Special Needs: Learning from the Australian Perspective: ERIC Q & A, http://www.cal.org/ncle/DIGESTS/Ausqa.htm

  2. Chambers, G. N. and Sugden, D. A. (1994) ‘Special education in Schleswig-Holstein — the modern languages dimension’, German Teaching 9, pp. 22-25.

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  5. Hansford, R. (1994) ‘Languages and special needs in Europe I: special educational needs provision in Germany’, CILT Languages and Special Educational Needs Bulletin 6, p. 7.

  6. Marsh, D. (forthcoming) Insights & Innovation Special Educational Needs in Europe. The Teaching and Learning of Languages, Jyväskylä, Finland: University of Jyväskylä.

  7. McColl, H. (2003) ‘Modern Languages in special schools and SEN units/bases in Scotland 2002 (secondary education)’, MFL: CILT’s bulletin for secondary language teachers 2, p. 10. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl2.pdf

  8. McColl, H. with McPake, J. and Picozzi, L. (2002) Modern Languages in Special Schools and Mainstream Units in Scotland 2002, a research study sponsored by SEED Research, Economic and Corporate Strategy Unit, online at http://www.scotland.gov.uk/about/ED/IAC/00014478/page758642222.pdf


Entitlement


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  2. Barnett, H. and Jarvis-Sladky, K. (1995) ‘Learning disabilities: teaching and reaching all learners’, Hispania 78 (1), pp. 163-166.

  3. Bayetto, A. (2003) Inclusive Methodology in Second Language Learning, paper presented at the State Conference of Teachers of Greek, Adelaide.

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  5. Börner, O. (1997) ‘Eine Fremdsprache für alle ab Klasse 3’, Die Grundschul-Zeitschrift, 107 (9/1997), p. 4.

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  8. Centre for Information on Language Teaching and Research (1993) Information Sheet 76: Languages: teaching the whole ability range, London: Centre for Information on Language Teaching and Research.

  9. Department of Education and Science (1987) Report by HM Inspectors on an inquiry into practice in 22 comprehensive schools where a foreign language forms part of the curriculum for all or almost all pupils up to age 16, London: Department of Education and Science.

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  11. Fierra-Treviño, M. (2003) ‘Inclusion and LOTE Survey’, LOTE CED Lowdown 6(1), pp. 4-5. Online at http://www.sedl.org/loteced/lowdown/v06n01.pdf

  12. Fierra-Treviño, M. (2003) ‘Inclusion in the Languages Other Than English Classroom’, The Communiqué 9. Online at http://www.sedl.org/loteced/communique/n09.pdf

  13. Ganschow, L. and Schneider, E. (1997) ‘Teaching all students: From research to reality’, in Vogely A. (ed.) Celebrating languages, opening all minds! Annual Meeting Series — No. 14, New York State Association of Foreign Language Teachers, Fall, 1997.

  14. Ganschow, L. and Sparks, R. L. (n.d.) Inclusion in the foreign language classroom, http://www.mcdougallittell.com/disciplines/_wl/wcn_pdf/WLWCN_9.pdf

  15. Gray, C (2001) ‘Modern Foreign Languages: an entitlement for all’, SENCO Update 28, p. 9.

  16. Handle, D. (2004) ‘Universal Instructional Design and World Languages’, Equity & Excellence in Education 37(2), pp. 161-166.

  17. Hellwig, K. and Sauer, H. (eds) (1984) Englischunterricht für alle: Beiträge zur Didaktik und Methodik des Englischunterrichts in Lerngruppen mit schwierigen Voraussetzungen, Paderborn: Schöningh.

  18. Hill, B. A. B. (1999) Mainstreaming the Latin Teacher: Teaching Techniques From the Latin and Modern Language LD Classroom for Everyone, American Classical Association Institute and Workshops, Amherst, MA, June 26, 1999.

  19. Hill, B. A. B. (1999) The Student Withdrawal Problem: Why and How to Change It, American Council on Foreign Language Teaching Annual Meeting, Dallas, TX, November 19, 1999.

  20. Jaffke, C. (1993) ‘Zwei Fremdsprachen für alle ab der ersten Klasse’, Grundschule 12/93, pp. 21-22.

  21. Jaffke, C. and Maier, M. (1997) Fremdsprachen für alle Kinder: Erfahrungen der Waldorfschulen mit dem Frühbeginn (Lernmaterialien), Stuttgart: Klett.

  22. Johnson, S. L., Fletcher, T. V. and Bos, C. S. (2002) ‘Effective Pedagogy in Inclusive Classrooms’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  23. Lindzey, G. (1998) Inclusive Education and the Latin Class, paper presented at CPL Panel: Teaching Latin into the 21st Century, CAMWS Southern Section, Baylor University, Waco, Texas, October 31, 1998.

  24. Marcos, K. M. (1998) ‘Second language learning: everyone can benefit’, The ERIC Review 6(1), pp. 2-5. Online at http://www.eric.ed.gov/resources/ericreview/vol6no1/language.pdf

  25. Marcos-Llinás, M. and Garau, M. J. (2009) ‘Effects of Language Anxiety on Three Proficiency-Level Courses of Spanish as a Foreign Language’, Foreign Language Annals 42(1), pp. 94-111.

  26. McColl, H. (2001) ‘Assessment and certification for all’, CILT Languages and Special Educational Needs Bulletin 13, p. 10. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  27. McColl, H. (2002) ‘Modern languages for all — or for the few?’ Scottish Languages Review 5. Online at http://www.scilt.stir.ac.uk/SLR/Issue5/discussion_paper.htm

  28. McColl, H. (2005) Foreign Language Learning and Inclusion: Who? Why? What? and How?, http://www.hilarymccoll.co.uk/resources/SFLArticle.pdf

  29. McColl, H. (2005) ‘Foreign language learning and inclusion: Who? Why? What? – and How?’, Support for Learning (20)3, pp. 103-108.

  30. National Council of State Supervisors of Foreign Languages (n.d.) Foreign language education for ALL students: a position paper, http://www.ncssfl.org/allstudents.htm

  31. Papalia, A. (1985) ‘Teaching all students: an inventory of teachers, classroom strategies for self-analysis’, New York State Association of Foreign Language Teachers Language Association Bulletin 36(3).

  32. Quantrell, C. (2000) ‘Access to Modern Foreign Languages: Widening the doors’, CILT Languages and Special Educational Needs Bulletin 12, p. 10. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  33. 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 Glenview, IL: Addison-Wesley Educational Publishers Inc, pp. 57-59.

  34. Sauer. H. (1984) ‘Zum Erziehungs- und Bildungsauftrag eines Englischunterrichts für alle’, in Hellwig, K. and Sauer, H. (eds) Englischunterricht für alle, Paderborn: Schöningh, pp. 11-23.

  35. Schimek, F. (2001) Englischunterricht für alle - das Wiener Modell für Kinder mit sonderpädagogischem Förderbedarf, paper presented at the Internationales Fremdsprachensymposium, 12.3. -13.3.2001 Languages and Special Needs, Fremdsprachenunterricht für Kinder mit sonderpädagogischem Förderbedarf - Schwerpunkt Integration, Vienna: Pädagogische Akademie der Erzdiözese Wien, Mayerweckstraße 1, 1210 Wien.

  36. Schwerdtfeger, I. C. (1979) ‘Fremdsprachenunterricht für alle: eine Trendanalyse’, Englisch-Amerikanische Studien Heft 1, pp. 30-38.

  37. Tumber, M. A. (1987) ‘Language learning for all — working with slow learners in the mixed ability classroom’, treffpunkt 19(3), pp. 2‑7.

  38. Walter, G. (1983) ‘Englisch für alle — doch jedem sein Englisch: Überlegungen zur individuellen Förderung von Hauptschülern im Englischunterricht’, in Arbeitsgemeinschaft Bayerischer Junglehrer (ed.) Die individuelle Förderung des Schülers, München: BLLV, pp. 227-244.

  39. Westhoff, K. (1987) ‘Englisch immer noch für alle?’, Der fremdsprachliche Unterricht 21(84), pp. 16-17.

  40. Whitehead, M. (1990) ‘A modern foreign language for all, 11-16: death knell of the English monoglot tradition?’, Aspects of Education 43, pp. 1-10.

  41. Wing, B. H. (ed.) (1996) Northeast Conference Reports — Foreign languages for all: Challenges and choices, Lincolnwood, IL: National Textbook Company.


Autonomy


  1. Gothke, T.-S. (2003) Heterogenität und autonomes Lernen im Englischunterricht in der 6. Klasse, Hamburg: University of Hamburg, http://www2.erzwiss.uni-hamburg.de/examen/gothke.pdf

  2. Holmes, B. (1990) ‘First steps towards autonomy for pupils with learning difficulties’, in Gathercole, I. (ed.) Autonomy in language learning, London: Centre for Information on Language Teaching and Research, pp. 65-76.

  3. Remmert, D. (1997) ‘Introducing autonomous learning in a low ability set’, Language Learning Journal 15, pp. 14-20.


Curriculum development


  1. Albert, C. and Baumgartner, S. (2006) ‘Living at Home. Teil 1: Parts of the house’, Fördermagazin 3, pp. 20-24

  2. Bench, M. (1992) ‘Waving the FLAG for foreign languages’, Special Children 53, pp. 18-19.

  3. Bkouche, R. (1993) Contes d’un marronnier ordinaire — point de contre-vue: Enseigner l’anglais aux élèves en difficulté, http://michel.delord.free.fr/rb/to_be.pdf

  4. Bunsen, C. (2006) ‘Breakfast-Bingo. Erarbeitung und Anwendung der englischen Vokabeln rund um das Frühstück’, Fördermagazin 7-8, pp. 39-40

  5. Cloud, N. (1990) ‘Planning and implementing an English as a second language program’, in Carrasquillo, A. L. and Baecher, R. E. (eds) Teaching the bilingual special education student, Norwood, NJ: Ablex Publishing, pp. 106-131.

  6. Cloud, N. (2002) ‘Responsive instructional planning’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  7. Davidson, P. (1992) ‘Making it special’, Times Educational Supplement Special Report Modern Languages, April 3, 1992, p. 68.

  8. Davidson, P. (1994) ‘Special conversations’, Times Educational Supplement Extra Modern Languages, October 14, 1994, p. IX.

  9. Fawkes, S. (1994) ‘21 activities based on “Le Club”: radio programmes and teacher’s notes from BBC education’, CILT Languages and Special Educational Needs Bulletin 6, pp. 5-6.

  10. Fawkes, S. (1996) ‘Using songs from Hallo aus Berlin’, CILT Languages and Special Educational Needs Bulletin 8, pp. 11-12.

  11. Field, J. (2003) ‘Promoting perception: lexical segmentation in L2 listening’, ELT Journal 57(4), pp. 325-333.

  12. Frantz, R.S. and Wexler, J. (1994). Ulpan: Functional ESOL immersion program for special education students, paper presented at the 28th annual meeting of Teachers of English to Speakers of Other Languages, Baltimore. (ERIC Document Reproduction Service No. ED 371 634)

  13. Geometry.Net (n.d.) Esl Lessons for Special Needs Students, http://j4.com/basic_e/esl_lessons_for_special_needs_students.php

  14. Gibson, L. (2001) ‘Life in Greece’, CILT Languages and Special Educational Needs Bulletin 13, p. 8. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  15. Goethe-Institut London (2001) Zur Arbeit mit ‘remedial classes’, http://www.goethe.de/gr/lon/steps/zur_arbeit_mit.htm

  16. Greenstock, L. (2000) ‘A review of MFL resources for pupils with learning difficulties’, CILT Languages and Special Educational Needs Bulletin 12, p. 12. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  17. Greenstock, L. (2004) ‘MFL resources for special needs: who’s using what?’, MFL 6, p. 9. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl6.pdf

  18. Hinz, K. (1989) ‘Grammatikunterricht unter besonderer Berücksichtigung leistungsschwacher Schüler’, Praxis des neusprachlichen Unterrichts 4, pp. 365-374.

  19. Krastel, T. C. (2008) ‘Making a Difference: Evaluating, Modifying and Creating Inclusive Foreign Language Activities’. In: Berberi, T., Hamilton, E. C., Sutherland, I. M. (eds) Worlds Apart? Disability and Foreign Language Learning, New Haven: Yale University Press, pp. 70-92.

  20. Krause, A. (2004) ‘Das erste Thanksgiving. Fächerübergreifende Unterrichtseinheit für den beginnenden Englischunterricht’, Förderschulmagazin 11, pp. 21-25.

  21. Leigh, A. (2001) ‘The creative classroom’, Special Children Modern Foreign Languages Supplement 139, pp. 7-8.

  22. Macedonia, M. (2005) ‘Games and foreign language teaching’, Support for Learning (20)3, pp. 135-140.

  23. Martin, C. (1997) ‘Fun and games: the creation and effective use of language games’, CILT Languages and Special Educational Needs Bulletin 9, pp. 1-3.

  24. McLagan, P. (1994) ‘Grammar and the “less able” learner’, in King L. and Boaks, P. (eds) Grammar: A conference report, London: Centre for Information on Language Teaching and Research.

  25. McNab, R. (1993) ‘Course planning over 5 years: one suggestion’, CILT Languages and Special Educational Needs Project Bulletin 4, pp. 3-4.

  26. McNab, R. (1994) ‘Starting out’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 66-78.

  27. McNab, R. (1994) ‘An example of one topic: clothes’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 79‑85.

  28. Ortiz, A. (2001) English language learners with special needs: effective instructional strategies. ERIC Digest ED 469207. Online at http://www.ericdigests.org/2003-3/english.htm

  29. Österreichischer Bundesverband Legasthenie (2000) ‘Mit neuer Lernliste englische unregelmäßige Verben ökonomisch lernen’, ÖBVL aktuell: Zeitschrift des Österreichischen Bundesverbandes Legasthenie 8(1), p. 3.

  30. Qualifications and Curriculum Authority (2001) Planning, teaching and assessing the curriculum for pupils with learning difficulties: Modern foreign languages. London: QCA. Also online at http://www.nc.uk.net/ld/dump/MFL_ld.pdf. 2009 edition at http://www.qcda.gov.uk/libraryAssets/media/P_scales_MFL.pdf

  31. Scottish Association for Language Teaching (2005) Documentation and resources for pupils with additional support needs, http://www.saltlangs.org.uk/pdf/SEN%20Resources_Aug05_2.pdf

  32. Terry, J. (2001) ‘Enfield and Barnet French shopping experience’, CILT Languages and Special Educational Needs Bulletin 13, p. 8. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  33. Vandersluis, V. (2004) Using images in foreign language teaching: an EFL case study in a Swiss French Vocational Training Centre for people suffering from various physical and/or psychological impairments, http://www3.telus.net/linguisticsissues/usingimages.html

  34. Wheatley, M. (2001) ‘The Humberside Access Document’, CILT Languages and Special Educational Needs Bulletin 13, p. 6. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  35. Wöske, H. (2000) ‘Breakfast – Lernen mit allen Sinnen: eine Unterrichtseinheit in der Schule für Lernbehinderte’, Fremdsprachenunterricht 44/53(4), pp. 284-289.

  36. Wöske, H. (2000) English Special: Material für den Englischunterricht an Sonderschulen Klassen 7 bis 9 und in den Inegrationsklassen (Kopiervorlagen mit Lehrerhandreichungen), Leipzig: Klett-Verlag.

  37. Wöske, H. (2001) ‘Förderung lernschwacher Schüler im Englischunterricht: School Uniforms’, Fremdsprachenunterricht 45/54(3), pp. 183-188.

  38. Wöske, H., Adling, I., Jones, G., Mietz-Dieckes, B. and Schnelle, M. (1997) Handreichungen für das Fach Englisch an Berliner Schulen/Klassen für Lernbehinderte: Teil 1: Klassen 5/6, Berlin: Senatsverwaltung für Schule, Jugend und Sport.

  39. Wöske, H., Adling, I., Jones, G., Mietz-Dieckes, B. and Schnelle, M. (1999) Handreichungen für das Fach Englisch an Berliner Schulen/Klassen für Lernbehinderte: Teil 2: Klassen 7/8, Berlin: Senatsverwaltung für Schule, Jugend und Sport.

  40. Wöske, H., Adling, I., Jones, G., Mietz-Dieckes, B. and Schnelle, M. (2001) Handreichungen für das Fach Englisch an Berliner Schulen/Klassen für Lernbehinderte: Teil 3: Klassen 9/10, Berlin: Senatsverwaltung für Schule, Jugend und Sport.


Differentiation


  1. Beckers, J. and Simons, G. (n.d.) Outils pour gérer l’hétérogénéité des élèves au cours de langues étrangères : synthèse critique d’une recherche-action menée avec de jeunes enseignants, http://www.enseignement.be/download.php?do_id=2503&do_check=

  2. Blaz, D. (2006) Differentiated Instruction: A Guide for Foreign Language Teachers, Larchmont, NY: Eye on Education.

  3. Bond, N. (2003) ‘Differentiating Instruction in the LOTE Classroom: Focus on Special Education Learners’, LOTE CED Lowdown 6(2), http://www.sedl.org/loteced/lowdown/letters_62.html

  4. Convery, A. and Coyle, D. (1993) Pathfinder 18: Differentiation — taking the initiative, London: Centre for Information on Language Teaching and Research.

  5. Convery A. and Coyle D. (1999) Pathfinder 37: Differentiation and individual learners: A guide for classroom practice, London: Centre for Information on Language Teaching and Research.

  6. Davis, A. and Dettino, C. (2002) Differentiation: References, handout at Languages: the New Millennium conference, Sydney, New South Wales, July 6-7 2002, http://www.curriculumsupport.nsw.edu.au/languages/files/Lan_Differentiation_references.pdf

  7. Echevarria, J. and Graves, A. (1998) Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities, Boston: Allyn and Bacon.

  8. Frank-Schild, C. (1998) ‘Möglichkeiten der Binnendifferenzierung im Englischunterricht’, Grundschule konkret 14, pp. 14-15.

  9. Gahala, E. (2002) Differentiating Instruction: Teaching All Your Students. Online at http://www.phschool.com/professional_development/teaching_tools/foreign_languages/differentiating_instr.html

  10. Gerngroß, G. (n.d.) Offene Formen der Differenzierung und Individualisierung am Beispiel Englisch, Bundesministerium für Unterricht und Kunst, Abt. 1/5, Csöngei, Vienna.

  11. Hinz, K. (1992) ‘Binnendifferenzierung im Englischunterricht der Sekundarstufe I’, Praxis des neusprachlichen Unterrichts 2/3, pp. 140-149.

  12. Hill, B. A. B. (1999) Reaching Diverse Student Populations in the Latin Classroom, Committee for the Promotion of Latin Panel, Classical Association of the MiddleWest and South Annual Meeting, Cleveland, OH, April 17, 1999.

  13. Holmes, B. (1994) ‘Successful methods for differentiation’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 8-15.

  14. Jiménez R. and Lamb, T. (2003) Differentiation in the Modern Languages Classroom, Frankfurt/Main: Peter Lang.

  15. Kurtz, J. (1992) ‘Binnendifferenzierung im englischen Anfangsunterricht. Ein Erfahrungsbericht aus einer Klasse 5 einer Gesamtschule’, Praxis des neusprachlichen Unterrichts 4, pp. 381-389.

  16. Kurtz, J. (1995) ‘Let’s play Lingo! Binnendifferenzierung “spielerisch”’, Der fremdsprachliche Unterricht 3, p. 60.

  17. Kurtz, J. (1995) ‘Binnendifferenzierung im Englischunterricht. Ein Erfahrungsbericht aus einer Klasse 10 einer Gesamtschule’, Fremdsprachenunterricht 6, pp. 425-428.

  18. Kurtz, J. (1996) ‘Nottingham: Old and New. Binnendifferenzierung im Englischunterricht zwischen Steuerung und Offenheit’, Praxis des neusprachlichen Unterrichts 3, pp. 301-311.

  19. Laber, M. (1988) ‘Praxis der Binnendifferenzierung in Integrationsklassen im Unterrichtsfach Englisch’, in Meißner, K. and Heß, E. (eds) Integration in der pädagogischen Praxis, Berlin, pp. 197-201.

  20. Leith, J. (1993) ‘Differentiation: ways of making whole class activities accessible to all pupils’, CILT Languages and Special Educational Needs Project Bulletin 4, pp. 9-11.

  21. Little, S. (2000) Teaching Latin to Diverse School Populations in the Same Classroom, http://montgomery.cas.muohio.edu/zenobia/Diverseclass.htm

  22. National Curriculum Council (1992) ‘Differentiation’ in Modern foreign languages non-statutory guidance, York: NCC.

  23. Piepho, H.-E. (1995) ‘Binnendifferenzierung im Englischunterricht auf der Sekundarstufe I (1)’, Fremdsprachenunterricht 1, p.15.

  24. Piepho, H.-E. (1995) ‘Binnendifferenzierung im Englischunterricht auf der Sekundarstufe I (2)’, Fremdsprachenunterricht 1, p.86.

  25. Piepho, H.-E. (1995) ‘Portfolio — ein Weg zu Binnendifferenzierung und individuellem Fremdsprachenwachstum?’, Fremdsprachenunterricht 2, p.81.

  26. Rautenhaus, H. (1984) ‘Das Differenzierungsproblem in Diskussion und Praxis’, in Hellwig, K. and Sauer, H. (eds) Englischunterricht für alle, Paderborn: Schöningh.

  27. Rautenhaus, H. (1985) ‘Äußere und innere Differenzierung’, in Landesinstitut für Schule und Weiterbildung (ed.) Perspektiven für den Englischunterricht an der Hauptschule, Soest: Landesinstitut für Schule und Weiterbildung, pp. 53‑64.

  28. Roth, L. S. (1999) ‘Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities’, TESL-EJ 4(2). Online at http://www-writing.berkeley.edu/TESL-EJ/ej14/r7.html

  29. Sauer, K. (1987) Möglichkeiten, Maßnahmen und Methoden der Binnendifferenzierung im Englischunterricht der Sekundarstufe I, Examensarbeit, Universität Lüneburg.

  30. Schanz-Hering, B. (1988) ‘“Freie Arbeit” — eine Möglichkeit der Binnendifferenzierung im Englischunterricht’, Englisch 2, pp. 41‑47.

  31. Schneider, E., Ganschow, L., Sparks, R. And Miller, K. (2008) Best practices in differentiating instruction: Identifying and teaching learners with special needs, http://holtmcdougal.hmhco.com/hm_data/html/title/supp/best_practice_special_needs.pdf

  32. Theisen, T. (2002) ‘Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners’, The Communiqué 6. Online at http://www.sedl.org/loteced/communique/n06.pdf

  33. Tönshoff, W.  (2004) ‘Binnendifferenzierung im lernorientierten Fremdsprachenunterricht’, Deutsch als Fremdsprache 41, pp. 227-231.

  34. University of Wales, Aberystwyth, Education Department, Modern Foreign Languages (n.d.) Differentiation and SEN, http://www.aber.ac.uk/education-odl/diffsen.html

  35. Vater, B. and Vogel, B. (1998) ‘Who is afraid of differentiation? (3)’, Praxis Schule 5–10 H2, pp. 54-55.

  36. Vogel, B. (1997) ‘Who is afraid of differentiation? (1)’, Praxis Schule 5–10 H2.

  37. Vogel, B. (1997) ‘Who is afraid of differentiation? (2)’, Praxis Schule 5–10 H5, pp. 56-58.

  38. Vogel, B. (1998) ‘Who is afraid of differentiation? (4)’, Praxis Schule 5–10 H5, pp. 58-60.

  39. Vogel, B. (1998) ‘Who is afraid of differentiation? (5)’, Praxis Schule 5–10 H6, p. 52.

  40. Vogel, B. (1999) ‘Who is afraid of differentiation? (6)’, Praxis Schule 5–10 H3, p.52.

  41. Vries, E. de (1994) ‘Compensatiestrategieën in de klas’, Levende Talen 488, pp. 128-134.

  42. Weisser-Schreitmüller, A. (1990) ‘Binnendifferenzierender Unterricht und Selbständiges Arbeiten’, Englisch 3/25, pp. 95‑103.

  43. Westwood, P. and Arnold, W. (2004) ‘Meeting individual needs with young learners’, ELT Journal 58(4), pp. 375-378.


Information Technology


  1. Beltrán, E. V., Abbott, C. and Jones, J. (2010) Modern Foreign Language Learning for All: the role of digital technologies in inclusive practice, BERA Conference 2010, http://www.beraconference.co.uk/2010/downloads/abstracts/pdf/BERA2010_0361.pdf

  2. Berent, G. P., Clymer, E. W. (2000) A web-based resource for teaching English to deaf students, poster session presented at the convention of the New York State Association of Educators of the Deaf, Saratoga Springs, NY.

  3. Berent, G. P., Clymer, E. W. (2001) A web-based initiative to infuse English across the curriculum for deaf and hard-of-hearing students, poster session presented at the international symposium, Instructional Technology and Education of the Deaf: Supporting Learners, K-College, National Technical Institute for the Deaf, Rochester, NY.

  4. Berg, C., Cavanillas, J., Coello, E., Dotter, F., Eisenwort, B., Hilzensauer, M., Holzinger, D., Krammer, K., Krozca, J., van der Kuyl, T., Montandon, L., Rank, C., Roukens, H., Schouwstra, F. and Skant, A. (1999) ‘SMILE – A Sign language and Multimedia based Interactive Language Course for Deaf for the training of European written languages’, in Preparation for the New Millenium - Directions, Developments, and Delivery: Proceedings of the 16th International Conference on Technology and Education, Grande Prairie: International Conferences on Technology and Education, pp. 188-190.

  5. Birnbaum, B.W. (2002) Technology for English language learners with disabilities, http://www.isbe.state.il.us/spec-ed/PDF/BMChapter9-7-12.pdf

  6. Blamire, R. (ed.) (1991) Languages for all? IT in modern languages learning for children with SEN, Coventry: NCET.

  7. Bleakney, A. (2002) Blind students face barriers to learning, http://www.dailyillini.com/feb02/feb14/news/stories/news_story01.shtml

  8. British Educational Communications and Technology agency (n.d.) Au café (low ability Year 8 French), http://curriculum.becta.org.uk/docserver.php?docid=1611

  9. British Educational Communications and Technology agency (n.d.) Using multimedia (low-ability Year 11, French), http://curriculum.becta.org.uk/docserver.php?docid=1613

  10. British Educational Communications and Technology agency (2001) MFL and Special Needs: Introduction, http://vtc.ngfl.gov.uk/uploads/text/sen_intro-29157.pdf

  11. British Educational Communications and Technology agency (2001) MFL and Special Needs: The family, http://vtc.ngfl.gov.uk/uploads/text/sen_family-29158.pdf

  12. British Educational Communications and Technology agency (2001) MFL and Special Needs: Where we live, http://vtc.ngfl.gov.uk/uploads/text/sen_live-29159.pdf

  13. British Educational Communications and Technology agency (2001) MFL and Special Needs: Hobbies and interests, http://vtc.ngfl.gov.uk/uploads/text/sen_hobbies-29160.pdf

  14. British Educational Communications and Technology agency (2001) MFL and Special Needs: Using on-screen word grids, http://vtc.ngfl.gov.uk/uploads/text/sen_grids-29161.pdf

  15. British Educational Communications and Technology agency (2002) Whiteboards and Modern Foreign Languages: What are advantages for SEN pupils? What can it offer for individual learning styles?, http://curriculum.becta.org.uk/docserver.php?docid=5006

  16. Burnett, J. and Lyman-Hager, M. A. (1998) ‘Meeting the Needs of All Learners: Case Studies in Computer-Based Foreign Language Reading’, in Foreign Language Standards: Linking Research, Theories and Practice, Lincolnwood, IL: National Textbook Company.

  17. Bustamante, R. (2001) Using the Internet with Limited-Language Learners, http://visalia.k12.ca.us/valleyoak/PortfolioWeb/engage/engage_2.htm

  18. Cheshire, R. (2001) ‘Widgit 2000’, CILT Languages and Special Educational Needs Bulletin 13, p. 3. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  19. Coquilhat, J.-C. (2001) ‘L’enseignement de l’anglais en SEGPA : l’utilisation des Technologies de l’information et de la communication’, Nouvelle Revue de l’AIS (Adaptation et Intégration Scolaire) 14(2), pp. 35-43.

  20. Coquilhat, J.-C. (2002) ‘La pédagogie différenciée en classe de langue: L’expérience des projets européens, des TICE et de l’enseignement adapté’, Les langues modernes 96(1), pp. 60-70.

  21. Godwin-Jones, R. (2001) ‘Accessibility and web design: why does it matter?’, Language Learning & Technology 5(1), pp. 11‑19. http://llt.msu.edu/vol5num1/emerging/default.html

  22. Halounová, B. (1998) Learning with Dyslexia, Computer-Aided Learning, České Budějovice: Diplomová práce — Pedagogická fakulta JU, Katedra anglistiky.

  23. Hamilton, E. C. and Berberi, T. (2008) ‘In Dialogue with Michelle N. Abadia: My Life Journey Studying and Teaching with Adaptive Technology’. In: Berberi, T., Hamilton, E. C., Sutherland, I. M. (eds) Worlds Apart? Disability and Foreign Language Learning, New Haven: Yale University Press, pp. 151‑163.

  24. Harrell, W. L. (1998) ‘Adaptive computing technology and the disabled’, On-CALL 12, http://www.cltr.uq.edu.au/oncall/harrell123.html

  25. Hilger, A. (2000) E-Mail-Austausch zwischen dem Bildungs- und Beratungszentrum für Hörgeschädigte in Stegen und der Freedom High School in Morganton / North Carolina: Ein interkulturelles Kooperationsprojekt zwischen hörgeschädigten und guthörenden Schülern. http://www.bbzstegen.de/zusatz/projekte/hilger/projektbericht.pdf

  26. Humboldt-Universität Berlin (2001) E-Mail-Projekte im Rahmen des Englischunterrichts unter besonderer Berücksichtigung des Unterrichts an Schulen für Körperbehinderte, Examensarbeit, Humboldt-Universität Berlin.

  27. IANSYST Ltd (n.d.) Dyslexia, Language Learning and using languages other than English. http://www.dyslexic.com/language.htm

  28. Kapperman, G. and Sticken, J. (2001) ‘Using the Braille Lite to study foreign languages’, California State University Northridge Center on Disabilities: Technology And Persons With Disabilities Conference 2001: Proceedings. Online at http://www.csun.edu/cod/conf/2001/proceedings/0219kapperman.htm

  29. Kapperman, G. and Sticken, J. (2003) ‘Using the Braille Lite to study foreign languages’, Journal of Visual Impairment and Blindness, 97(11), pp. 704-709.

  30. Keates, A. (1999) ‘Technology assists foreign language learning’, Dyslexia Contact 14, p. 11.

  31. Keijzer, M (2003) ‘Remedioom als remedie? Een onderzoek naar de effecten van een remediërend softwarepakket op de engelse spellingvaardigheid van Nederlandse dyslectische en taalzwakke leerlingen in het voortgezet onderwijs’, Toegepaste Taalwetenschap in Artikelen 69(1).

  32. Kennard, A. (2001) ‘ALLADIN: Supporting dyslexic language learners with ICT’, HIGHER: the CILT Bulletin for language teaching and research in higher education, 2, p. 12. Also online at http://www.cilt.org.uk/bulletin/HE/he2.pdf

  33. Költzsch, J. (2002) ‘Förderung der Schriftsprachkompetenz im Englischunterricht mit gehörlosen Schülern durch Schreiben von E-Mails’, Hörgeschädigte Kinder 39(4), pp. 14-24.

  34. Koslová, M. (2001) ICT for technical English Education at FEI VSB-TUO (I), paper presented at the International Conference on Engineering Education, August 6-10, 2001, Oslo, Norway. Online at http://www.ineer.org/Events/ICEE2001/Proceedings/papers/534.pdf

  35. Koslová, M. (2001) ICT for technical English Education at FEI VSB-TUO (II), paper presented at the International Conference on Technology Based Higher Education and Training, July 4-6, 2001, Kumamoto, Japan. Online at http://www.eecs.kumamoto-u.ac.jp/ITHET01/proc/061.pdf

  36. Koslová, M. (2002) Technical English Learning/Teaching through ICT, paper presented at TEE-2002: e-Technologies in Engineering Education: Learning Outcomes Providing Future Possibilities, 11-16 August 2002, Kongresszentrum Davos, Switzerland.

  37. Kouroupetroglou, G., Viglas, C. and Metaxaki-Kossionides, C. (2000) ‘Web-enabled Teaching Aid for Non-orthographic Languages’, Proceedings of the 11th International Conference Society for Information Technology & Teacher Education, SITE 2000, February 8-12, 2000, San Diego, California, pp. 1962‑1967. Online at http://www.di.uoa.gr/speech/sppages/spppdf/SITE2000.pdf

  38. Lacey, W. and Wilson, D. R. (1991) Flexible learning in modern languages with new technology, Hebburn: National Project (North East) Flexible Learning (Modern Languages).

  39. Lavine, R. Z. (2001) Technology and FL Pedagogy: Facilitating FL Success for Students with LDs, Colloquium: Learning Disabilities and Foreign Language Learning: Research and Practice for the 21st Century.

  40. LeLoup, J. W. and Ponterio, R. (1997) ‘On the Net: Language education and learning disabilities’, Language Learning and Technology 1(1) p. 2-4. Online at http://llt.msu.edu/vol1num1/net/default.html

  41. Loeterman, M., Kelly, R. R., Samar, V. J., Parasnis, I., Berent, G. P. (1994) Personal captioning for students with language-related learning needs, paper presented in Symposium session entitled Designing Technology and Technology-Supported Learning Environments to Enhance the Literacy Development of Exceptional Students at the 1994 Annual Meeting of the American Educational Research Association, New Orleans, LA.

  42. Losig, G. and Sizonov, O. (2005) ‘Losig Computer System for Training English Pronunciation for the Blind (Inform.computer technology), in: SFZ Sächsisches Förderzentrum Chemnitz gGmbH (ed.) Conference Report: International Council for Education of People with Visual Impairment, European Conference, 14-18 August 2005, Chemnitz, Germany, pp.245-246. Online at http://www.icevi-europe.org/chemnitz2005/icevi-chemnitz2005.pdf

  43. Martin, R. (2002) A Literature Review on Web Accessibility and Foreign Language Instruction, http://organicallydigital.com/edtech/690_litreview.pdf

  44. McCoy, K. F. (1999) An Exploratory System to Teach English as a Second Language to Deaf Students An Exploratory System to Teach English as a Second Language to Deaf Students with ASL Competency, paper presented at NSF HCI Program Grantees’ Workshop ’99, Orlando, Florida, February 21-28, 1999, http://nsf-workshop.engr.ucf.edu/papers/mccoy.asp

  45. McCoy, K. F. and Masterman, L. N. (1997) ‘A Tutor for Teaching English as a Second Language for Deaf Users of American Sign Language’, in Proceedings of Natural Language Processing for Communication Aids, an ACL/EACL ’97 Workshop, July 1997, Madrid, Spain, pp. 160-164. Online at http://www.eecis.udel.edu/research/icicle/pubs/McCoMast97.pdf

  46. McElwee, J. (1994) ‘IT enhancing learning’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 16-34.

  47. McKeown, S. (1999) ‘Le professeur technologique’, Special Children 120, pp. 30-33.

  48. McKeown, S. (2000) ‘Dyslexia and modern foreign languages’, in Dyslexia and ICT: Building on Success, Coventry: Becta, pp. 27‑29.

  49. McKeown, S. (2000) ‘Have ticket, will travel’, TES Curriculum Special: Modern Languages. Spring 2000. p. 19.

  50. McKeown, S. (2000) ‘Reaching out’, Special Children 130, pp. 25-28.

  51. McKeown, S. (2000) ‘Sizzling suggestions’, TES Curriculum Special: Modern Languages. Autumn 2000, p. 16.

  52. McKeown, S. (2001) ‘Bart Simpson en Français’, Special Children 134, p. 38.

  53. McKeown, S. (2001) ‘Pictures for translating’, Special Children 139, p. 21.

  54. Meiring, L. and Norman, N. (2005) ‘How can ICT contribute to the learning of foreign languages by pupils with SEN?’, Support for Learning (20)3, pp. 129-134.

  55. Michaud, L. N. (1998) Tutorial Response Generation in a Writing Tool for Deaf Learners of English, in Proceedings of the Fifteenth National Conference on Artificial Intelligence (AAAI ‘98), Madison, Wisconsin, July 26-30.

  56. Michaud, L. N. (2002) Modelling User Interlanguage in a Second Language Tutoring System for Deaf Users of American Sign Language, PhD Dissertation, Department of Computer and Information Sciences, University of Delaware, Newark, DE.

  57. Michaud, L. N. and McCoy, K. F. (1998) ‘Planning text in a system for teaching English as a second language to deaf learners’, in Proceedings of Integrating Artificial Intelligence and Assistive Technology, an AAAI-98 workshop, Madison, WI. Online at http://www.eecis.udel.edu/research/icicle/pubs/MichMcCo98.pdf

  58. Michaud, L. N. and McCoy, K. F. (1999) ‘Modelling User Language Proficiency in a Writing Tutor for Deaf Learners of English’, in Proceedings of the Symposium on Computer-Mediated Language Assessment and Evaluation in Natural Language Processing, an ACL-IALL Workshop, College Park, Maryland, June 22, 1999. Online at http://www.eecis.udel.edu/research/icicle/pubs/MichMcCo99.pdf

  59. Michaud, L. N. and McCoy, K. F. (2001) ‘Error Profiling: Toward a Model of English Acquisition for Deaf Learners, in Proceedings of the 39th Annual Meeting of the Association for Computational Linguistics, July 5-11, 2001, Toulouse, France, pp. 386-393. Online at http://www.eecis.udel.edu/research/icicle/pubs/MichMcCo01.pdf

  60. Michaud, L. N., McCoy, K. F. and Pennington, C. A. (2000) ‘An intelligent tutoring system for deaf learners of written English’, Proceedings of the fourth international ACM SIGCAPH conference on Assistive technologies (ASSETS 2000), November 13-15, 2000, Arlington VA, New York: ACM Press, pp. 92-100. Online at http://www.eecis.udel.edu/research/icicle/pubs/MiMcPe00.pdf

  61. National Council for Educational Technology (1990) Entente Cordiale? Modern languages, IT and the low attainer — an INSET activity to promote discussion of key issues, Coventry: NCET.

  62. National Council for Educational Technology (1990) Modern Languages Information File No. 7: Modern languages and the low attainer — course report, Coventry: NCET.

  63. National Council for Educational Technology (1992) Modern Languages Information File No. 23: Modern languages and special needs, Coventry: NCET.

  64. Новосибирская Областная Специальная Библиотека (n.d.) Язык открывает мир: Формирование распространение образовательных технологий преподавания английского языка слабовидящим и незрячим детям, http://www.sibdisnet.ru/pandp/joinprojects/?side=1&id=12

  65. O’Hagan, C. (2003) ‘Electronic support’, MFL 3, p. 11. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl3.pdf

  66. Onions, C. (1992) ‘Tales of Eautun’, Special Children 53, pp. 21‑22.

  67. Otto, S.K. and Pusak, J.P. (1996) ‘Technological chocies to meet the challenges’, in Wing, B.H. (ed.) Foreign languages for all: Challenges and choices, Lincolnwood, IL: National Textbook Company, pp. 141-186

  68. Papalia, F. (2002) Dislessia e nuovi scenari della didattica delle lingue straniere, http://php4.cineca.it/unimessina/pubblico/pra.php?code_a=GRME024581

  69. Pemberton, L. (2001) ‘Using multimedia electronic books’, Special Children Modern Foreign Languages Supplement 139, pp. 4-5.

  70. Piñar, P., Ammons, D. and Montenegro, F. (2008) ‘Icorporating Foreign Sign Language in Foreign Language Instruction for Deaf Students: Cultural and Methodological Rationale’. In: Berberi, T., Hamilton, E. C., Sutherland, I. M. (eds) Worlds Apart? Disability and Foreign Language Learning, New Haven: Yale University Press, pp. 137-150.

  71. Raizen, E. and Lippman, J. (n.d.) Foreign Language Instructional Website Accessibility: Evaluation Report, http://www.laits.utexas.edu/hebrew/personal/tts/report.html

  72. Schools Integration Project on ICT and the Teaching of Modern Foreign Languages (2000) ‘Special Needs’ in The Use of ICT in Teaching Foreign Languages, http://homepage.tinet.ie/~sipmfl/chapter2.htm

  73. Schools Integration Project on ICT and the Teaching of Modern Foreign Languages (2000) ‘Word Processing and MFL: Second -Fourth Class’ in The Use of ICT in Teaching Foreign Languages, http://homepage.tinet.ie/~sipmfl/leswpj.htm

  74. Schools Integration Project on ICT and the Teaching of Modern Foreign Languages (2000) ‘Word Processing and MFL: Fifth -Sixth Class’ in The Use of ICT in Teaching Foreign Languages,  http://homepage.tinet.ie/~sipmfl/leswps.htm

  75. Scully, M. (2000) ‘Using the Internet as a multimedia method of teaching a modern foreign language to people with dyslexia’, in Peer, L. and Reid, G. (eds) Multilingualism, literacy and dyslexia: a challenge for educators, London: David Fulton, pp. 257-263.

  76. Smythe, I. and Blenkhorn, P. (2005) ‘Information and communication technology, special educational needs and learning languages’, in Marsh, D., compiler, Insights & Innovation. Special Educational Needs in Europe. The teaching & learning of languages, European Commission, January 2005, pp. 91-94. Online at http://europa.eu.int/comm/education/policies/lang/doc/special_en.pdf

  77. Snaddon, R. (2002) French for All — Increasing Access with ICT, http://www.ngflscotland.gov.uk/connected/c7FrenchforAll.asp

  78. Snaddon, R. (2002) Innovation Awards Ashcraig School,  http://www.ngflscotland.gov.uk/IAAshcraigSchool.asp

  79. Snaddon, R. (2004) French for all using speech simulation, paper presented at the Scottish Association for Language Teaching Annual Conference, 6 November 2004, University of Stirling.

  80. Strangman, N., Meyer, A., Hall, T. and Proctor, C. (2008) ‘New Technologies and Universal Design for Learning in the Foreign Language Classroom’. In: Berberi, T., Hamilton, E. C., Sutherland, I. M. (eds) Worlds Apart? Disability and Foreign Language Learning, New Haven: Yale University Press, pp. 164-180.

  81. Thomas, A. (1999) ‘A nugget in a gold mine’, TES Friday magazine, 5 March 1999, p. 22.

  82. Tilesi, L. (2004) Strategies and Games on Interactive Whiteboards that will Motivate Reluctant Learners, presentation at the West of England Schools ICT Conference 2004, 9 July 2004, University of the West of England.

  83. Trmalová, K. (2005) Multimediální prostředky ve výuce angličtiny u dyslektiků, diplomové práce, Univerzita Karlova (Praha). Filozofická fakulta. Ústav anglistiky a amerikanistiky.

  84. Vollert, J. (2002) ‘Unterricht Live’: Englisch-Unterricht mit Multimedia und Internet in einer Förderschule, paper presented at SYSTEMS 2002, Info-Zentrum ‘Schule & Computer’ in der Education Area, Neue Messe München, 14.10.02.

  85. Wiazowski, J. (1996) CALL for the blind and visually handicapped, Łódź, unpublished M.A. thesis.

  86. Wiazowski, J. (1998) ‘Computer Assisted Language Learning in the Class of Blind and Visually Impaired Students’, in Lewandowska-Tomaszczyk, B. (ed.) Perspectives on Foreign Language Teaching, Piotrków Trybunalski: WSP.

  87. Wiazowski, J. (2000) ‘Computers in foreign language class of visually impaired students’, in Gresnigt, H. A. A. (ed.) Visions and strategies for the new century: Proceedings of the European Conference of the International Council for Education of People with Visual Impairment, Cracow, Poland, 9 -13 July 2000, http://www.icevi-europe.org/cracow2000/proceedings/chapter08/08-21.rar

  88. Wiazowski, J. (2001) Students of English from Laski welcome you: Language group as a vocational faculty, http://www.laski.ids.pl/corner.htm

  89. Wiazowski, J. (2001) ‘Computers as communication tools in the English class – their significance in mainstream schooling’, Teaching English with Technology: A Journal for Teachers of English 1(2). Online at http://www.iatefl.org.pl/call/j_article2.htm

  90. Wiazowski, J. (2001) ‘Komputery i sieci komputerowe jako media wspomagające nauczanie języka angielskiego uczniów niewidomych’, Języki obce w szkole 7/2001.

  91. Wiazowski, J. (2002) ‘Computer Assisted Language Learning as a Bridge to Social Inclusion of Blind Learners in Mainstream Schooling’, in Proceedings of the 11th world conference of the International Council for Education of People with Visual Impairment, Noordwijkerhout, the Netherlands, July 27 - August 2, 2002,  http://www.icevi.org/publications/ICEVI-WC2002/papers/01-topic/01-wiazowski.htm

  92. Wiazowski, J. (2002) Application of CALL to Teaching English as a Foreign Language and Rehabilitation of Blind Learners (Zastosowanie komputerowego wspomagania nauczania języków obcych w uczeniu języka angielskiego i rehabilitacji społecznej uczniów niewidomych), Doctoral Thesis, University of Łódz.

  93. Wiazowski, J. (2002)Komputer w edukacji czytelniczej i nauce języków obcych w sytuacji osób z dysleksją wzroku. Biblioteka wirtualna’, Biblioteki w edukacji czytelniczej i wychowaniu w rodzinie osób niepełnosprawnych, 15-17 września 2002 r. - program, Organizatorzy: Biblioteka Centralna Polskiego Związku Niewidomych oraz Krajowa Sekcja Czytelnictwa Chorych i Niepełnosprawnych przy Zarządzie Głównym Stowarzyszenia Bibliotekarzy Polskich.

  94. Wiazowski, J. (2003) Utilization of online communication in teaching foreign languages and social rehabilitation to visually impaired students, paper presented at BOBCATSSS 2003, 3-5 February, 2003, Torun, Poland.

  95. Wilson, D. R. (1994) Großbritannien Urlaub: integrating the British Tourist Authority’s German viewdatabase into the foreign language education of a pupil with learning difficulties, Modular Inset Assignment, University of Northumbria at Newcastle. Online at http://www.specialeducationalneeds.com/sen/northumbria.doc

  96. Wilson, D. R. (1996) The SENCALL Project. Advanced Diploma in Special Needs in Education curriculum analysis and development project proposal, Open University. Online at http://www.specialeducationalneeds.com/sen/tma03.doc

  97. Wilson, D. R. (1996) The SENCALL Project. Advanced Diploma in Special Needs in Education curriculum analysis and development project report, Open University. Online at http://www.specialeducationalneeds.com/sen/tma04.doc

  98. Wilson, D. R. (1996) Going places: travel software as an authentic resource in school foreign language computing. Paper presented at EUROCALL ’96, Szombathely, Hungary. Online at http://www.specialeducationalneeds.com/mfl/eurocall96/paper.zip

  99. Wilson, D. R. (1997) ‘Accessible authenticity: using Internet resources with school foreign language learners in difficulty’, in Liddell, P. (ed.), FLEAT III, Foreign Language Education and Technology, Proceedings of the third conference, Victoria, BC: University of Victoria, pp. 449-462. Online at http://www.specialeducationalneeds.com/mfl/fleat3/paper.doc

  100. Wilson, D. R. (1998) Use of authentic Internet resources with school foreign language learners in difficulty. Paper presented at Language World ’98, Brighton. Online at http://www.specialeducationalneeds.com/mfl/languageworld98/paper.doc

  101. Wilson, D. R. (1998) ‘SENCALL: applying new technologies appropriately’, CILT Languages and Special Educational Needs Bulletin 10, pp. 2-5, 10. Online at http://www.specialeducationalneeds.com/mfl/sencall.doc

  102. Wilson, D. R. (1999) Applying new technologies appropriately to modern foreign languages, http://www.specialeducationalneeds.com/case/

  103. Wilson, D. R. (1999) ‘Accessible authenticity: Internet resources for foreign language learners having difficulty’, The IALL Journal of Language Learning Technologies 31(1/2), pp. 59-65. Online at http://www.specialeducationalneeds.com/mfl/iall.doc

  104. Wilson, D. R. (2001) ‘Building bridges to inclusive foreign language education through appropriately applied technologies,’ in White, J. (ed.), FLEAT IV: Proceedings of the Fourth Conference on Foreign Language Education and Technology, Kobe: Japan Association for Language Education and Technology, pp. 84-90. Online at http://www.specialeducationalneeds.com/mfl/fleat4/paper.doc

  105. Wilson, D. R. (2001) ‘Applying new technologies appropriately to foreign handwriting recognition difficulties’, in Atkinson, T. (ed.) Reflections on ICT, London: Centre for Information on Language Teaching and Research, pp. 41‑52. Online at http://www.specialeducationalneeds.com/mfl/handwriting.doc

  106. Wilson, D. R. (2005) ‘ICT: access or control?’, in Marsh, D. (compiler), Special Educational Needs in Europe: The teaching & learning of Languages, Jyväskylä: University of Jyväskylä, pp. 61-63. Online at http://europa.eu.int/comm/education/policies/lang/doc/special_en.pdf

  107. Wilson, D. R. (2005) ICT to the rescue of students with learning difficulties in MFL, ICT in Secondary Magazine: Focus on modern foreign languages, May 2005. Online at http://www.ictadvice.org.uk/index.php?section=il&catcode=nwslttr_index&icttypeid=2&icteditionid=11&ictsectionid=65&ictsubsectionid=75&ictitemid=259

  108. Zoran, A. G. (2007) CALLing All Learners: An Explanatory Integrative Research Study of EFL Learner-Learner Corrective Feedback Patterns Within an Online Synchronous Enviornment, PhD Dissertation, University of South Florida.


Collaboration


  1. Chambers, G. N. (2001) Supported Access to Modern Foreign Languages, presentation at SERA (Scottish Education Research Association), 28 September 2001, Dundee.

  2. Chambers, G, Hall, K. and Pearson, S. (2002) ‘Learning Support Assistants and Modern Foreign Language Teachers: Reflection via Video’, REACH Journal of Special Needs Education in Ireland 16(1), pp. 33-44.

  3. Chambers, G. N. and Pearson, S. E. (2001) Supported Access to Modern Foreign Languages, presentation at NASEN Special Needs, 1 November 2001, London.

  4. Chambers, G. N. and Pearson, S. E. (2002) Supported Access to Modern Foreign Languages, presentation at Language World (Association for Language Learning), 12 April 2002, York.

  5. Chambers, G. N. and Pearson, S. E. (2004) ‘Supported access to modern foreign language lessons’, Language Learning Journal 29, pp. 32-41. Online at http://www.ittmfl.org.uk/modules/adults/5b/paper5b1.pdf

  6. Department for Education and Skills (2004) MFL Framework: Roles and responsibilities, http://www.standards.dfes.gov.uk/keystage3/respub/mflframework/additional_guidance_inclusion/including_sen_pupils/roles_responsibilities/

  7. García, S. B. (2002) ‘Parent-professional collaboration’, in Artiles, A. J. and Ortiz, A. (eds) English Language Learners with Special Needs: Identification, Placement, and Instruction, Washington D.C.: Center for Applied Linguistics.

  8. Hall, K. and Pearson, S. (2001) Supported Access to Modern Foreign Language Learning, presentation at Irish Association of Teachers in Special Education (IATSE) 13th Annual International Conference, June 2001, St Patrick’s College, Drumcondra, Dublin.

  9. Hellaoui, A. (1994) ‘Collaboration — professional development’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 55-65.

  10. Lee, B. (1992) ‘Language teachers and special needs teachers collaborating’, Language Learning Journal 5, pp. 11-13.

  11. Pearson, S., Chambers, G. and Hall, K. (2003) ‘Video material as a support to developing effective collaboration between teachers and teaching assistants’, Support for Learning 18(2), pp. 83-87.

  12. Stephenson, P. and Rumley, G. (2005) ‘Inclusive work at a European level: a case study’, Support for Learning (20)3, pp. 141-145.


Professional development


  1. Asher, C. and Chambers, G. N. (1994) ‘Special educational needs and initial teacher training: the modern languages dimension’, Support for Learning 9(3), pp. 126-128.

  2. Bell, J. (2000) French in the Primary school - a report on the Vichy course, July 2000, http://www.nacell.org.uk/profdev/training_vichy.htm

  3. Cambier, A. (1996) ‘Supporting pupils with special educational needs in the French classroom’, Francophonie 14, pp. 13-15.

  4. Cerrato, C. (2008) Christina’s Teaching Portfolio fall 2008 M.U.H.S. & M.U.M.S: Entry 2: Accommodating Students with Special Needs, https://seguecommunity.middlebury.edu/view/html/site/ccerrato/node/1473421

  5. Gain, G. (2000) Motivating low attainers, Book/INSET pack, Professional Development for Modern Foreign Language Series, Dunstable: Folens.

  6. Kenning, M.-M. (1994) ‘Foreign languages and special needs: implications for teacher support’, British Journal of Special Education 21(4), pp. 152-156.

  7. Lazar, M. (1999) ‘Lehrerfortbildung für den integrierten Fremdsprachenunterricht in der Grundschule’, Erziehung und Unterricht Heft 1/2/99.

  8. Lazda-Cazers, R. and Thorsen, H. (2008) ‘Teaching Foreign Languages to Students with Disabilities: Initiatives to Educate Faculty’. In: Berberi, T., Hamilton, E. C., Sutherland, I. M. (eds) Worlds Apart? Disability and Foreign Language Learning, New Haven: Yale University Press, pp. 107-136.

  9. Pearson, S. and Chambers, G. (2005) ‘A successful recipe? Aspects of the initial training of secondary teachers of of foreign langauges’, Support for Learning (20)3, pp. 115-122.

  10. Smith, A. M. (2008) ‘Teachers’ and trainers’ perceptions of inclusive education within TEFL certificate courses in Britain’, in Kormos, J. and Kontra, E. H. (ed.) Language learners with special needs: an international perspective, Clevedon: Multilingual Matters, pp. 214-233.

  11. Steiner, M. (2010) Umgang mit Lernschwierigkeiten im Fremdsprachenunterricht (Hintergrund und Praxishilfe für Lehrpersonen), Sarnen: Amt für Volks- und Mittelschulen Obwalden, http://www.ow.ch/dl.php/de/4c15f95784e7a/B-1_DOC_Praxishilfe__Umgang_mit_Lernschwierigkeiten_-_Fremdsprachen.pdf

  12. Tedick, D. J. and Walker, C. L. (1996) ‘R(T)eaching all students: Necessary changes in teacher education’, in Wing, B. H. (ed.) 1996 Northeast Conference Reports-Foreign languages for all: Challenges and choices, Lincolnwood, IL: National Textbook Company in conjunction with the Northeast Conference on the Teaching of Foreign Languages, pp. 187-220.

  13. Training and Development Agency for Schools (2008) For primary PGCE tutors and trainees: Including students with SEN and/or disabilities in secondary modernforeign languages, http://www.tda.gov.uk/upload/resources/sen/subjectbooklets/primary/modernforeignlanguagesmfl.pdf

  14. Training and Development Agency for Schools (2008) For secondary PGCE tutors and trainees: Including students with SEN and/or disabilities in secondary modernforeign languages, http://www.tda.gov.uk/upload/resources/sen/subjectbooklets/secondary/modernforeignlanguagesmfl.pdf

  15. Wilson Stuart School (n.d.) Supporting you with French, http://www.wilsonst.bham.sch.uk/mainsite/support/flyers/sandy.html


Educational sectors


Primary education


  1. Andrade, C., Kretschmer, R. and Kretschmer, L. (1989) ‘Two languages for all children: Expanding to low achievers and the handicapped’, in Muller, K. E. (ed.) Languages in elementary schools, New York: The American Forum, pp. 177-203

  2. Börner, O. (2001) Hilfen für den Englischunterricht Nr. 5: Materialien für den Englischunterricht in der Primarstufe bei Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in den Bereichen Lernen und Sprache, Institut für Lehrerfortbildung, Beratungsstelle für Fremdsprachen, Felix-Dahn-Straße 3, 20357 Hamburg.

  3. Dickie, J. (2001) ‘A primary perspective’, CILT Languages and Special Educational Needs Bulletin 13, p. 11. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  4. Dzierżawska, E. (2000) ‘How to help children with learning difficulties in a primary language classroom’, IATEFL PL Newsletter 17. Also online at http://www.iatefl.org.pl/nletter/nletter17/nlet17_2.html

  5. Early Language Learning-Forum (2000) Special Needs, http://www.mailbase.org.uk/lists/ell-forum/files/specialneeds.htm

  6. Felberbauer M. (1995) ‘Integrativer Fremdsprachenunterricht ab der Grundstufe I’, Erziehung und Unterricht (Wien), Heft 2/3-95.

  7. Geibert, E. (1995) ‘Der Modellversuch: „Integrierte Fremdsprachenarbeit in der Grundschule“ im Überblick: Intentionen, Organisation, Inhalte’, in Staatliches Institut für Lehrerfort- und Weiterbildung (ed.) Entwicklung und Erprobung eines didaktischen Konzepts zur Fremdsprachenarbeit in der Grundschule „Integrierte Fremdsprachenarbeit in der Grundschule“ ein Modellversuch des Bundes und des Landes Rheinland-Pfalz – Abschlussbericht, Saarburg, pp. 15-35.

  8. Geibert, E. (2001) Eine Standortbestimmung (Integrierte Fremdsprachenarbeit in der Grundschule): Weiterentwicklung der in Modellversuch Fremdsprachen in der Grundschule erarbeiteten Grundlagen, Saarburg: SIL Speyer.

  9. Ministerium für Bildung, Wissenschaft und Weiterbildung (1998) ‘Integrierte Fremdsprachenarbeit in der Grundschule’ – Eine Standortbestimmung, Saarburg.

  10. Ministerium für Bildung und Kultur (1994) Integrierte Fremdsprachenarbeit an Grundschulen in Rheinland-Pfalz. Zwischenbericht, Mainz.

  11. Piepho, H.-E. (2003) Englisch in der Grundschule Stichwort: Besonderer Förderbedarf, http://www.learn-line.nrw.de/angebote/egs/info/piepho/foerderbedarf.html

  12. Rück, H. (1995) ‘Theoretische Grundlagen und praktische Formen des Spracherwerbs im Modellversuch’, in Staatliches Institut für Lehrerfort- und Weiterbildung (ed.) Abschlussbericht „Integrierte Fremdsprachenarbeit in der Grundschule“, Saarburg, pp. 57-92.

  13. Savic, V. (2007) ‘Approaching Children with Special Educational Needs in Primary ELT’, ELTA Newsletter December 2007, online at http://www.britishcouncil.org/december-newsl-07-feature-article-approaching-children-with-special-educational-needs-in-primary-elt.doc

  14. Sutherland, D. (2002) Modern languages in the primary school — teachers’ perceptions: Do the perceptions of teachers differ regarding the teaching of modern foreign languages in one mainstream and one special school, and if so, how does this impact on the aims and type of programme that is offered? BEd (Hons) Primary Education Thesis, University of Aberdeen, Scotland.

  15. Voit, H. and Sentner-Dirnberger, U. (1989) 35 einfache Dialoggeschichten für gehörlose, schwerhörige und sprachbehinderte Kinder der Grundschule, Ismaning: Verlag für Deutsch.

  16. Windolph, E. (2000) ‘Englisch — ein verbindlicher Unterricht für Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf?’, Fremdsprachen Frühbeginn 2000/1, pp. 18-21.


Secondary education


  1. Alison, J. (1993) Pathfinder 16: Not bothered? Motivating language learners in key stage 4, London: Centre for Information on Language Teaching and Research.

  2. Ballhorn, J. (1998) Zur ‚Wiederentdeckung‘ des leistungsschwachen Schülers im EU an Hauptschulen, Examensarbeit, Universität Lüneburg.

  3. Chalmers, M. (2000) ‘MFL in a brand new setting’, CILT Languages and Special Educational Needs Bulletin 12, p. 10. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  4. Chrostkowska, T. (2001) ‘Egzamin gimnazjalny dla uczniów o specjalnych potrzebach edukacyjnych’, Języki obce w szkole 7/2001.

  5. Cornie, K. (1994) ‘Practical ideas for teaching reluctant learners in Key Stage 4’, Francophonie 10, pp. 2-6.

  6. Day, E. F. (2004) Special education and Spanish language: A Spanish course for high school students in special education earning an IEP diploma or a modified standard diploma, Capstone project submitted in partial fulfilment of requirements for the degree of Master of Arts in Education, Central Michigan University. Online at http://www.ocls.cmich.edu/edu/projects/day04.pdf

  7. Department of Education and Science and the Welsh Office (1990) ‘Modern foreign languages and pupils with special educational needs’, in Modern foreign languages for ages 11 to 16, London: HMSO, pp. 76-78.

  8. Department for Education and Skills (2003) ‘Section 4: Additional Guidance on Inclusion’, in Framework for teaching modern foreign languages: Years 7, 8 and 9, http://www.standards.dfee.gov.uk/midbins/keystage3/framework.ZIP

  9. Department for Education and Skills (2004) How can we help SEN pupils and slower leaners to engage with the MFL Framework?, http://www.standards.dfes.gov.uk/keystage3/respub/mflframework/about/different_abilities/sen/

  10. Department for Education and Skills (2004) MFL Framework: Including pupils with special educational needs (SEN) and disabilities, http://www.standards.dfes.gov.uk/keystage3/respub/mflframework/additional_guidance_inclusion/including_sen_pupils/

  11. Department for Education and Skills (2004) MFL Framework: Pupils who are out of step - working well below national expectations for their age group, http://www.standards.dfes.gov.uk/keystage3/respub/mflframework/additional_guidance_inclusion/including_sen_pupils/out_of_step/

  12. Department for Education and Skills (2004) MFL Framework: Pupils working significantly below age-related expectations, http://www.standards.dfes.gov.uk/keystage3/respub/mflframework/additional_guidance_inclusion/including_sen_pupils/below_age_related_expectations/

  13. Department for Education and Skills (2004) MFL Framework: Individual education plans (IEPs), http://www.standards.dfes.gov.uk/keystage3/respub/mflframework/additional_guidance_inclusion/including_sen_pupils/individual_education_plans/

  14. Francis, S. (2000) ‘Shireland Language College: Languages for life’, CILT Languages and Special Educational Needs Bulletin 12, pp. 6-7. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  15. Gührs, L. and Kerstin, B. (1993) ‘Integrativer Englischunterricht im achten Jahrgang — Ist das möglich?’ in Dumke, D. (ed) Integrativer Unterricht, Gemeinsames Lernen von Behinderten und Nichtbehinderten, Weinheim: Deutscher Studien Verlag, pp. 224-233.

  16. Hug, R. (1995) ‘A Little Story about Hugs’: Englischunterricht in integrativen Klassen der Hauptschule Reutte. Internes Arbeitspapier der Hauptschule Reutte, Untermark in Tirol, http://www2.uibk.ac.at/bidok/library/schule/hug-story.html

  17. Lacey, W. and Wilson, D. R. (1991) Developing flexible learning in modern languages, Hebburn: National Project (North East) Flexible Learning (Modern Languages).

  18. Lazar, M. and Hirschberger, M. (1996) ‘Englisch in Integrationsklassen der Sekundarstufen I’, Erziehung und Unterricht 146, pp. 768-770.

  19. Piepho, H.-E. (1998) ‘Integrationaler Englischunterricht’, in Preuss-Lausitz, U. and Maikowski, R. (eds) Integrationspädagogik in der Sekundarstufe: Gemeinsame Erziehung von behinderten und nichtbehinderten Jungendlichen, Weinheim: Beltz.

  20. Pillette, M. (2000) Motivating reluctant learners at 14-16, London: Collins Educational. (Collins Tips for Busy Language Teachers)

  21. Raimato, R. (2000) ‘Languages for all: Creative solutions for Key Stage 4 and beyond’, CILT Languages and Special Educational Needs Bulletin 12, p. 8. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  22. Shaw, P. (1994) ‘Reluctant learners — you can do it!’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 35-39.

  23. Spinelli, E. (1996) ‘Meeting the challenges of the diverse secondary school population’, in Wing, B.H. (ed.) Foreign languages for all: challenges and choices, Lincolnwood, IL: National Textbook Company, pp.57-90.

  24. Standing Conference on Teacher Education North and South (2003) Special Educational Needs in the post-primary school: Special educational needs and modern languages, http://www.socsci.ulst.ac.uk/education/scte/sen/postprimary/modlang.html

  25. Thürmann, E. (1984) ‘Schüler mit schwierigen Lernvoraussetzungen im Englischunterricht an Gesamtschulen in Nordrhein-Westfalen’, in Hellwig, K. and Sauer, H. (eds) Englischunterricht für alle, Paderborn: Schöningh, pp. 39‑57.

  26. Troyna. B. and Siraj-Blatchford, I. (1993) ‘Providing Support or Denying Success? The Experiences of Students Designated as “ESL” and “SN” in a Muliethnic Secondary School’, Educational Review 45(1), pp. 3-11.

  27. Williams, S. J. (1992) ‘A foreign language for all at key stage 4: implications for low-attainers’, Language Learning Journal 5, pp. 16-19.

  28. Zins-Adams, L. D. (2002) The At-Risk and Learning Disabled High School Student in the Foreign Language Classroom, http://www.frauzinswelt.com/Wer%20ist%20Frau%20Zins/werisfrauzins/The%20At-Risk%20and%20Learning%20Disabled%20High%20School%20Student%20in%20the%20Foreign%20Language%20Classroom.pdf


Special education


  1. Académie Alsace (n.d.) Sections d’enseignement général et professionnel adapté (SEGPA), http://www.alsace.iufm.fr/ressourc/pedago/discipli/allemand/ressources/segpa/tout.htm

  2. Académie Amiens (2000) Enseignement de l’Anglais en Collège SEGPA, http://www.ac-amiens.fr/academie/pedagogie/anglais/teachers/segpa.htm

  3. Académie Grenoble (n.d.) L’anglais en segpa, http://www.ac-grenoble.fr/college/chambery.cote-rousse/Documents/MonographieProjetAnglais.pdf

  4. Académie Montpellier (2004) Anglais en Segpa, Insertion et Classes Spéciales, http://pedagogie.ac-montpellier.fr/disciplines/anglais/segpa

  5. Académie Nantes (n.d.) Pédagogie / Enseignement SEGPA, http://www.ac-nantes.fr/peda/disc/lv/anglais/sitpedse.htm

  6. Académie Rouen (n.d.) L’Anglais en SEGPA, http://www.ac-rouen.fr/pedagogie/equipes/langues/anglais/segpa/ACCUEIL.HTM

  7. Académie Toulouse (n.d.) Bibliographie Professionnelle: Enseigner l’anglais en SEGPA et aux élèves en difficulté, http://pedagogie.ac-toulouse.fr/anglais/biblio3.html

  8. Académie Versailles (n.d.) SEGPA, http://www.ac-versailles.fr/pedagogi/anglais/segpa/default.htm

  9. Adling, I. and Wöske, H. (1998) ‘Die lernen ja ganz anders Englisch!’, Grundschule konkret 14/98, pp. 27-30.

  10. AISNET (2003) STAGE Enseignement de l’Anglais en SEGPA 14 Juin 2000, http://aisnet.lautre.net/IMG/pdf/satge.pdf

  11. Allen, E. (1996) ‘Planning for progression in practice: don’t forget Number One!’, CILT Languages and Special Educational Needs Bulletin 8, pp. 1-2.

  12. Altenkirch, B., Angerhoefer, U., Harb, A. and Kause, A. (2003) ‘Englisch in der allgemeinen Förderschule - Ein erster Erfahrungsbericht zu einem Schulversuch in M-V’, Sonderpädagogische Förderung, 48/2003/2, pp. 168-180.

  13. Altenkirch, B. and Harb, A. (2006) “Tree of Life”, Praxis Förderschule 04/2006.

  14. Andreas, R. Bogner, C. and Hillen, A. (1991) Untersuchungen zum Englischunterricht an Haupt- und Sonderschulen, Munich: Hintermeyer.

  15. Anonymous (2002) ‚Mein Kind hat ja schon mit dem Deutschen Schwierigkeiten. Wie soll es jetzt denn noch mit Englisch klarkommen? Englisch an der Förderschule - am Beispiel des Förderzentrums Dinkelsbühl’, Lernen fördern, 22/2002/3, p. 26.

  16. Arbeitsgruppe Englisch an der Allgemeinen Sonderschule (1990) Englisch an der ASO/Anregungen, Spiele, Unterrichtseinheiten — Sammelmappe. Klagenfurt: ZSE, Bereich I.

  17. Arbeitskreis FILS (2003) Unterrichtseinheit zum Thema Winter: The mitten, http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/mit.pdf

  18. Arbeitskreis SSA Tettnang (2003) Unterrichtsprojekt Hexen/Witches, http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/hex.pdf

  19. Bates, V., Coyle, D. and Laverick, C. (1996) The Special Schools Dimension: A distance learning resource for teachers of MFL in Special Schools, London: Centre for Information on Language Teaching and Research.

  20. Berry, K. (1998) ‘Jeux sans frontières’, Times Educational Supplement Friday April 17, 1998, pp. 12-13.

  21. Bleutge, C. (2006) Früher Fremdsprachenunterricht in Baden-Württemberg. Drei Fallstudien. Die Umsetzung der Bildungsstandards im Fremdsprachenunterricht an einer Grundschule, einer Schule für Kinder mit Lernbehinderung und einer Schule für Kinder mit Sprachbehinderung. Dissertation zur Erlangung des akademischen Grades Doktor der Sozialwissenschaften in der Fakultät für Sozial- und Verhaltenswissenschaften der Eberhard-Karls-Universität Tübingen, http://w210.ub.uni-tuebingen.de/dbt/volltexte/2006/2303/pdf/complete.pdf

  22. Börner, O. (2002) ‘Englischunterricht in der Primarstufe der Förderschule’, Fremdsprachen Frühbeginn 4, pp. 5-10.

  23. Börner, O. (n.d.) Englischunterricht in der Primarstufe der Förderschule, http://www.learn-line.nrw.de/angebote/eis/boerner.html

  24. Börner, O. Bornfleth, E. and Wendt-Scholz, K. (1998) ‘Englisch in der Grundstufe der Förderschule’, in Schmetz, D. and Wachtel, P. (eds) Entwicklungen, Standorte, Perspektiven: Sonderpädagogischer Kongress 1998, Würzburg: Verband Deutscher Sonderschulen, pp. 252-257.

  25. Börner, O., Wendt-Scholz, K. and Bornfleth, E. (1999) ‘Englischunterricht in der Grundstufe der Förderschule’, in Schmetz, D. and Wachtel, P. (eds) Entwicklungen — Standorte — Perspektiven: Sonderpädagogischer Kongress 1998, Würzburg: Verband Deutscher Sonderschulen — Fachverband für Behindertenpädagogik — Ohmstraße 7, 97076 Würzburg. Online at http://www.vds-bundesverband.de/Material/kongress98/boerner.htm

  26. Bornfleth, E. (2001) Englisch in der Förderschule, http://www.hamburger-bildungsserver.de/welcome.phtml?unten=/innovation/thema/sprach/

  27. Bovair, K. (2002) ‘I suppose’, MFL 1, p. 7. Online at http://www.cilt.org.uk/pdf/pubs/bulletins/mfl_1.pdf

  28. British Council (n.d.) Let’s do something special… How special needs students are involved in international activity, http://www.britishcouncil.org/education/resource/download/cbesen.pdf

  29. Buff, F. (n.d.) Enseigner l’anglais en SEGPA, http://www.ac-toulouse.fr/anglais/segpa1.html

  30. Cardwell, E. (1997) ‘How we do it’, CILT Languages and Special Educational Needs Bulletin 9, p. 5.

  31. Centre National de la Documentation Pédagogique (n.d.) Anglais, http://www.cndp.fr/textes_officiels/college/programmes/segpa/Anglais.pdf

  32. Clinton, B. (2000) ‘Retail therapy French style’, TES Curriculum Special: Modern Languages, Autumn 2000, p. 15.

  33. Cloud, N. (1988) ESL in Special Education, ERIC Clearinghouse on Language and Linguistics, ERIC Microfiche Number 303044. Online at http://www.ericfacility.net/databases/ERIC_Digests/ed303044.html

  34. Coquilhat, J.-C. (n.d.) Enseignement de l’Anglais en SEGPA, http://perso.wanadoo.fr/coquilhat/segpa/segpa.html

  35. Coquilhat, J.-C. (n.d.) C.L.I.L. en SEGPA, http://perso.wanadoo.fr/coquilhat/clil/clil.html

  36. Coquilhat, J.-C. (2000) ‘Enseigner l’anglais en SEGPA: choix didactiques et approches pédagogiques privilégiés. Relation d’une expérience’, La revue 15.

  37. Cornell, B. (1990) ‘French without tears’, Special Children 35, pp. 12‑13.

  38. Da Sylva Reis, L. (1999) ‘Une première expérience de l’enseignement de l’anglais dans un EREA (Mainvilliers)’, La revue 14, pp. 107-112.

  39. Dorset, F. (2001) ‘A change of direction’, CILT Languages and Special Educational Needs Bulletin 13, p. 12. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  40. Fachgruppe Sonderschule (2003) Frühes Fremdsprachenlernen und Kommunikationsförderung, http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen

  41. Fachgruppe Sonderschule (2003) Einfach anfangen — Ready, steady, go..., http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/readysteady.pdf

  42. Fachgruppe Sonderschule (2003) Frühes Fremdsprachenlernen an der Förderschule, http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/Handreichungen.pdf

  43. Feigl, F. (1985) ‘Englisch in der Allgemeinen Sonderschule’, Heilpädagogik 28(4), pp. 117-118.

  44. Foley, H. (2001) ‘Foreign trips on a shoestring’, CILT Languages and Special Educational Needs Bulletin 13, p. 9. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  45. Fölster-Kretschmann, R. (n.d.) Frühes Fremdsprachenlernen (FFL) an der Christophorus-Förderschule, http://home.t-online.de/home/foerderschule_fds/Englisch.htm

  46. Fox, R. and Looney, A. (1993) ‘Teaching modern foreign languages to pupils with special educational needs — a Berkshire project’, Studies in Modern Languages Education 1, pp. 43-52.

  47. Friedrich, M. (2006) “Let’s have Breakfast”, Praxis Förderschule 04/2006.

  48. Füssenich, I. (2001) ‘Frühes Fremdsprachenlernen in Sonderschulen’, Grundschule 10/01, pp. 21-22.

  49. Gainant, M.T. (2000) ‘Sensibilisation à l’Allemand en SEGPA à l’occasion d’un projet éducatif européen’, La revue 15.

  50. Gelé, M. and Little, J. (eds) (1991) Languages for life: special schools’ initiatives in the teaching of modern foreign languages, Norwich: Norfolk Educational Press.

  51. Grunert-Hordych, V. (1984) ‘Englischunterricht an Sonderschulen in lerngruppenspezifischer Sicht’, in Hellwig, K. and Sauer, H. (eds) Englischunterricht für alle, Paderborn: Schöningh, pp. 50‑57.

  52. Hinz, S. (2001) ELIF: Englisch lernen in der Förderschule, http://www.foes-bodnegg.rv.schule-bw.de/E%20L%20I%20F%20-%20Schuljahr%2000-01.doc

  53. Hinz, S. (2003) Frühes Fremdsprachenlernen an der Förderschule: Beispiele für die Unterrichtspraxis, http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/beisp.pdf

  54. Hinz, S. (2003) Englisch Fortbildung in Bodnegg, http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/bodn.pdf

  55. Howes, B. (2001) ‘Those french people are really clever: developing a curriculum for European & International Understanding in a special school’, Special Children Modern Foreign Languages Supplement 139, pp. 12-13.

  56. Howes, B. (2003) ‘Going European at the Priory’, MFL: CILT’s bulletin for secondary language teachers 2, p. 9. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl2.pdf

  57. Ibbitson, H. (1991) ‘Languages and cultural experience’, in Gelé, M. and Little J. (eds) Languages for life: special schools’ initiatives in the teaching of modern foreign languages, Norwich: Norfolk Educational Press, pp. 8-13.

  58. Isaacs, K. (1997) ‘How we do it’, CILT Languages and Special Educational Needs Bulletin 9, p. 4.

  59. Institut für sonderpädagogische Rehabilitation und Entwicklungsförderung Universität Rostock (n.d.) Englisch an der allgemeinen Förderschule?, http://www.uni-rostock.de/fakult/philfak/fes/isoheilp/Englisch_start.html

  60. Institut für sonderpädagogische Rehabilitation und Entwicklungsförderung Universität Rostock (n.d.) Schulversuch des Förderzentrums am Schwanenteich/Rostock ,Englisch an der Förderschule‘, http://www.phf.uni-rostock.de/fes/isoheilp/englFoerderzentrumschwanenteich.htm

  61. Jenkins, C. (1998) ‘Disneyland Paris, here we come’, TES Friday magazine, October 30, 1998, p. 24. Online at http://www.tes.co.uk/article.aspx?storycode=300438

  62. Juta, W. (2006) “Can you tell me the way to Tower Bridge, please?”, Praxis Förderschule 04/2006.

  63. Kampmeier, N., Friederichs, H., Gatz-Kuhn, B., Hordt, E., Ladwig, E.-M. Schröer, A. and Stallberg, G. (2003) Lehrerfortbildung in Nordrhein-Westfalen: Englisch im Primarbereich von Sonderschulen – Erprobungsfassung, http://www.learn-line.nrw.de/angebote/egs/info/fortbildung/egs_sonderschulen.pdf

  64. Koller, W. and Forni, S. (1997) ‘Französischunterricht an Kleinklassen und Werkschulen. Ist es sinnvoll, lernschwache Schüler mit dem Erlernen einer zusätzlichen Sprache zu belasten?’, Schule und Bildung im Kanton Schwyz, 3, pp. 147-150.

  65. Krause, A. (1999) Englischunterricht an der Allgemeinen Förderschule, vorgestellt anhand von Beispielen aus den Bundesländern Hamburg und Mecklenburg-Vorpommern, Staatsexamensarbeit Universität Rostock, ordering details at http://www.diplomica.com/db/diplomarbeiten6124.html

  66. Kutscher, S. (2005): “Fremdsprachenlernen in der Sonderschule: Forschungsstand und Konsequenzen für den Englischunterricht bei Schülern mit Lernschwierigkeiten”, Sonderpädagogische Förderung, Integration und pädagogische Rehabilitation 50(3), pp. 253-269.

  67. Lassert, U. And Rudnick, M. (2006) “Englischunterricht an Förderschulen – so funktioniert’s”, Praxis Förderschule 04/2006.

  68. Leith, J. (1996) ‘Planning for progression: curriculum and methods’, CILT Languages and Special Educational Needs Bulletin 8, pp. 6-7.

  69. McKenna, N. (1994) ‘Setting off: holiday French in a school for pupils with special educational needs’, Language Learning Journal 10, pp. 42-43.

  70. McNickle, O. (1997) ‘How we do it’, CILT Languages and Special Educational Needs Bulletin 9, p. 6.

  71. Neil, P. S. (1995) ‘Teaching French in a special school — a Northern Ireland case study’, NIMLA 33, pp. 33-37.

  72. Nichols, R. and Thomas, G. (1991) ‘Pas comme les autres? Teaching French in special schools’, Language Learning Journal 4, pp. 21-23.

  73. Nichols, R. and Thomas, G. (1992) ‘The introduction of a foreign language into the special school curriculum’, in Bovair, K., Carpenter, B. and Upton, G. (eds) Special Curricula Needs, London: David Fulton Publishers and National Association for Special Educational Needs, pp. 72-85.

  74. Oberschulamt Freiburg (2003) Frühes Fremdsprachenlernen: Sonderschulen sind beteiligt, http://www.oberschulamt-freiburg.de/ghrs/text_fremdspr.htm

  75. O’Grady, C. (2003) ‘A big hit with all the pupils’, TES Teacher October 24, 2003, p. 28.

  76. O’Hagan, C. (2004) ‘European awards for languages, MFL 4, pp. 10-11. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl4.pdf

  77. Pflüger, A. (2003) ‘Warm clothes for the wintertime’, Förderschulmagazin, 25/2003/1, pp. 29-30.

  78. Piepho, H.-E. (n.d.) Englischlernen an Schulen mit besonderen pädagogischen Schwerpunkten, http://www.vds-baden-wuerttemberg.de/57.htm. Also at http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/SfSprenglischlernen.pdf

  79. Plankermann, N. (2006) “Interview ,Nachgefragt‛”, Praxis Förderschule 04/2006.

  80. Praxis Förderschule (2006) Praxis Förderschule: Englisch 04/2006. Ordering details at http://www.praxisfoerderschule.de/.

  81. Prochazka, A. (1990) ‘Der Englischunterricht an der Allgemeinen Sonderschule’, Erziehung und Unterricht 3-4, pp. 184-187.

  82. Roggors-Müller, R. Fleck, P. and Fleckendorff, P. (2003) Frühes Fremdsprachen lernen in der Förderschule: Dokumentation einer Unterrichtseinheit zum Thema ‚Winter‘, http://www.schule-bw.de/schularten/sonderschulen/fruehesfremdsprachen/unterlagen/winter.pdf

  83. Rösner, U. (2006) “Let’s fruit rap together”, Praxis Förderschule 04/2006.

  84. Sawyer, A. (2000) ‘French at Pendragon’, CILT Languages and Special Educational Needs Bulletin 12, p. 8. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  85. Schick, F. (2008) “Clothes from head to toe. Lets get dressed!”, Behindertenpädagogik 47(4).

  86. Schultz-Steinbach, G. (2002) Englisch in der Förderschule: Anregungen für Englischunterricht im Primar- und Sekundarbereich der Förderschule. Presentation at Kronshagen on 19 September 2002.

  87. Schumacher. A. (n.d.) Englisch in der Sonderschule, http://www.learn-line.nrw.de/angebote/eis/

  88. Schweiggert, A. (2000)‘Workshop Förderschulen’, in Staatsinstitut für Schulpädagogik und Bildungsforschung (ed.) Fachtagung zur Weiterentwicklung des Fremdsprachenunterrichts in Bayern am 6. / 7. April 2000, München: Staatsinstitut für Schulqualität und Bildungsforschung, pp. 59-61. Online at http://www.isb.bayern.de/allgem/doku_fs-tagung_2000.pdf

  89. Scott, M. (2000) ‘SEN and language teaching: Challenges and pleasures’, CILT Languages and Special Educational Needs Bulletin 12, p. 11. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  90. Seiff, P. (n.d.) Multiplikator: Frühes Fremdsprachenlernen in der Förderschule — Elementare Kommunikationsförderung, http://www.ssa-vs.kultus.bwl.de/extras/multiplikator_foes.htm

  91. Spencer, P. (1990) ‘“Vive le français!” at Priory School’, British Journal of Special Education 17(2), pp. 51-52.

  92. Stevenson, A. and Scott, K. (1991) ‘Introducing a modern foreign language’, in Gelé, M. and Little J. (eds) Languages for life: special schools’ initiatives in the teaching of modern foreign languages, Norwich: Norfolk Educational Press, pp. 2-8.

  93. Tew, C. (2004) ‘Using rhyme, rhythm and rap with pupils with special needs’, Early Language Learning Bulletin 11, p. 5. Online at http://www.cilt.org.uk/publications/bulletins/ELLbulletin/ell11.pdf

  94. Tew, C. (2004) ‘Rahal au Maroc’, MFL 5, p. 7. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl5.pdf

  95. Tew, C (n.d.) Teaching primary languages in a special needs environment: No one can do everything, but everyone can do something, http://www.primarylanguages.org.uk/teaching_and_learning/inclusion/sen/sen_article.aspx

  96. Thomas, G. and Nichols, R. (1991) ‘Foreign languages for all’, British Journal of Special Education 18(1), pp. 9-12.

  97. Trzeciok, N. (2004) Englischunterricht an Förderschulen (Schwerpunkt Lernen). Aspekte zu ersten Begegnungen mit einer Fremdsprache in einer Englisch-Tag der Klassenstufe 7, Hausarbeit, Studienseminar Lüneburg Sonderpädagogik.

  98. Ventur, A. (2006) “Christmas is coming soon!”, Praxis Förderschule 04/2006.

  99. Vidal, F. (2001) Modern foreign languages newsletter for special schools, July 2001. http://www.thegrid.org.uk/learning/mfl/downloads/news_special/spec_jul01.doc

  100. Vidal, F. (2001) Modern foreign languages newsletter for special schools, November 2001. http://www.thegrid.org.uk/learning/mfl/downloads/news_special/spec_nov01.doc

  101. Vittoz, E. (2001) Enseigner l’anglais en SEGPA (Témoignage et conseils), http://www.ac-nantes.fr/peda/disc/lv/anglais/segpa.htm

  102. Vögele, B. (2002) ‘Lernen mit allen Sinnen: Französisch im Anfangsunterricht der Förderschule – ein Erfahrungsbericht’, in Französisch in der Grundschule, Stuttgart: Ministerium für Kultus, Jugend und Sport Baden-Württemberg, pp. 25-27, http://www.kultusministerium.baden-wuerttemberg.de/foren/fremdsprache/downloads/FS-GS-Layout-exp-72-dpi.pdf

  103. Walther, H. (2002) ‘Englischunterricht an der Förderschule: Nun auch bei uns’, Schule & Eltern: Schulzeitung des Förderzentrums Dinkelsbühl 4, pp. 4‑5. Online at http://www.foerderzentrum-dinkelsbuehl.de/SoPad/Schule-Eltern/Zeitung4/Schulzeitung4.PDF

  104. Wember, F. B. (n.d.) Englisch im Primarbereich an Sonderschulen: Chance oder Überforderung?, http://www.learn-line.nrw.de/angebote/eis/pdf/wemberenglisch.pdf

  105. Wember, F. B. (n.d.) Englisch in der Sonderschule: Literaturangaben, http://www.learn-line.nrw.de/angebote/eis/wember_litan.html

  106. Wendt-Scholz, K. (1998) Englisch in der Primarstufe der Förderschule. Ergebnis einer Fragebogenaktion, Manuskript.

  107. Werner, A. (1999) Englischunterricht an der allgemeinen Förderschule (vorgestellt anhand von Beispielen aus den Bundesländern Hamburg und Mecklenburg-Vorpommern), Staatsexamensarbeit am Institut für Sonder- und Heilpädagogik, Universität Rostock.

  108. Wortmann, L. (2003) ‘Frühes Fremdsprachenlernen in Sonderschulen’, Lehren und lernen 29(9), pp. 31-32.

  109. Wöske, H. (2006) “Clothes – Mode und Lebensgefühl”, Praxis Förderschule 04/2006.

  110. Wöske, H. (2006) “Body Care and Cosmetics”, Praxis Förderschule 04/2006.

  111. Zeller M. and Schaeffer, C. (1999) ‘L’enseignement de l’allemand en SEGPA dans deux collèges d’Alsace’, La revue 14, p.113.


Higher education


  1. Barr, V. (1993) Foreign language requirements and students with learning disabilities, Washington DC: ERIC Clearinghouse on Languages and Linguistics. http://ericcae.net/edo/ED3555834.HTM

  2. Castro, O. (1998) The Spanish Modified Foreign Language Program at CU Boulder, Pre-Conference Presentation to Association of Higher Education and Disability (AHEAD), Las Vegas, July 1998.

  3. Castro, O. (1998) Results from the Spanish Modified Class at CU: implication for foreign language learning, Foreign Language Administrators of Colorado (FLAC), Boulder, October 1998.

  4. Chen, T.-Y. (2001) ‘Testing Chinese learners of English for language learning difficulties by the Linguistic Coding Deficit/Difference Hypothesis’, RELC Journal 32(1), pp. 34-51.

  5. Ciel Language Support Network (2000) Making independent language learning accessible, http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1411

  6. Demuth, K. and Smith, N. (1987) ‘The foreign language requirement: an alternative program’, Foreign Language Annals 20(1), pp. 67-77.

  7. Dinklage, K. (1971) ‘Inability to learn a foreign language’, in Blaine, G. and McArthur, C. C. (eds) Emotional Problems of the Student, London: Butterworth, p. 185-.

  8. Dinklage, K. (1985) Regarding college students’ inability to learn a foreign language, paper presented at the Modern Language Association Convention, Chicago, IL.

  9. Downey, D., Bever, K. and Hill, B. (1991) Teaching Foreign Language to Dyslexic Students: Effective Strategies: The University of Colorado’s foreign language modification program. Paper presented at the 42nd Annual Conference of the Orton Dyslexia Society, Portland, OR.

  10. Downey, D. et al. (1999) College students/efficacy of foreign language classes, The International Dyslexia Association 50th Anniversary Conference, Chicago, IL. Session tape available, details at http://www.interdys.org/pdf/1999tapes.pdf

  11. Downey, D. M. and Castro, O. (1996) Learning Disabilities and Spanish as a Second Language: The University Experience, paper delivered at the Association of Teachers of Spanish and Portuguese, Orlando, Florida, August 1996.

  12. Freed, B. F. (1987) ‘Exemptions from the foreign language requirement: a review of recent literature, problems and policy’, ADFL Bulletin 18(2), pp. 13‑17. Online at http://www.mla.org/adfl/bulletin/v18n2/182013.htm

  13. Goodman, J. F. (1988) ‘The measurement of foreign language disabilities in college students’, Journal of Learning Disabilities 21(7), pp. 429-430.

  14. Hill, B. A. B. (1992) Foreign Language Requirements and Modification, First Conference on Learning Disabilities at the College Level, Boulder, June 12, 1992.

  15. Hill, B. A. B. (1993) The Modified Latin Sequence, Foreign Language Administrators of Colorado Conference, Boulder, April 15, 1993.

  16. Hill, B. A. B. (1995) The Modified Foreign Language Program at the University of Colorado for Learning Disabled and Other At-Risk Language Learners, 1995 Joint Conference of Foreign Language Teachers’ Associations, Denver, April 2, 1995.

  17. Hill, B. A. B. (1998) A Modified Foreign Language Program at the University of Colorado, Boulder, American Higher Education and Disabilities Meeting, Las Vegas, NV, July 27, 1998.

  18. Hill, B. A. B. (1999) A Modified Foreign Language Program at the University of Colorado, Boulder, Association of Departments of Foreign Languages Seminar East, Nashville, TN, June 25, 1999.

  19. Hill, B. A. B. (2001) Managing a Foreign Language Modification Program, Colorado Council on Foreign Language Teaching Spring Conference, February 23, 2001.

  20. Hill, B., Downey, D., Sheppard, M. and Williamson, V. (1995) ‘Accommodating the needs of students with severe language learning difficulties in modified foreign language classes’, in Crouse, G. K. (ed.), Report of the Central States Conference on the Teaching of Foreign languages: Broadening the frontiers of foreign language education, Lincolnwood, IL: National Textbook Company, pp. 46-56.

  21. Mabbott, A. (1995) ‘Students labelled learning disabled and the foreign language requirement: background and suggestions for teachers’, Klee, C. (ed.) Faces in a crowd: the individual learner in multisection courses, Boston, MA: Heinle and Heinle, pp. 325-353.

  22. Manglitz, E., Palazzo, N. and Scott, S. (2003) ‘Foreign Languages and College Students with LD: Guidelines for Weighing Decisions’, Handout, AHEAD 2003: The 26th Annual Conference Advancing our Profession: Refining our Vision, 8 July - 12 July 2003, Dallas, TX. Online at http://www.ahead.org/conference/2003/notes/S7.doc

  23. Phillips, L., Ganschow, L and Anderson, R. (1991) ‘The college foreign language requirement: an action plan for alternatives’, NACADA Journal 1(10), pp. 51-56.

  24. Scott, S. and Manglitz, E. (2000) ‘Foreign language learning: a process for broadening access for students with learning disabilities’, Journal of Postsecondary Education and Disability 14(1), pp. 23-37. Online at http://www.ahead.org/members/jped/articles/Volume14/14_1/jped141scottforeignlanguage.doc

  25. Scott, S. S. and Manglitz, E. (2000) Foreign language learning and learning disabilities: making the college transition, http://www.gsu.edu/~wwwrld/rcld/article1.htm

  26. Shaw, R. (1999) ‘The Case for Course Substitutions as a Reasonable Accommodation for Students with Foreign Language Learning Difficulties’, Journal of Learning Disabilities 32(4), pp. 320-328.

  27. Snodgrass, L.L. (1993) ‘Learning disabilities and theories of foreign language learning’, Rehabilitation Education 7, pp. 59-66.

  28. Sparks, R. (2003) Learning Disabilities, ADHD, and the Foreign Language Requirement, paper presented at World Language Literacy: Pathways to Understanding, Kentucky Council on the Teaching of Foreign Languages Fall Conference 2003.

  29. Sparks, R. L., Humbach, N. and Javorsky, J. (2008) ‘Individual and longitudinal differences among high and low-achieving, LD, and ADHD L2 learners’, Learning and Individual Differences, 18(1), pp. 29-43.

  30. Sparks, R. L., Philips, L. and Javorsky, J. (2003) ‘College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement’, Foreign Language Annals 36(3), pp. 325-337.

  31. University of Colorado Center for Language and Learning (n.d.) Foreign Language Modification Program: A Commitment to Alternatives, http://www.colorado.edu/slhs/CLL/MFLP.htm

  32. University of Oxford, Board of the Faculty of Medieval and Modern Languages (n.d.) Policy Statement on Disabilities and Compliance with SENDA, http://www.mod-langs.ox.ac.uk/senda.html

  33. Wigzell, R. and Al-Ansari, S. (1993) ‘The pedagogical needs of low achievers’, Canadian Modern Language Review 49(2), pp. 302-315.


Cognition and learning difficulties


  1. Coath, A. (2005) An Exploration of the Most Effective Teaching Method for Teaching French to a Focus Group of Children with Learning Difficulties, BA Dissertation, Sheffield Hallam University.

  2. Hessisches Kultusministerium (2004) Lehrplan Englisch: Schule für Lernhilfe: Entwurf 13. Dezember 2004, http://sonderpaedagogik.bildung.hessen.de/Lernhilfe/lp/Englisch-SfL.pdf

  3. Kutscher, Sandra (2003): “Englisch im Förderschwerpunkt Lernen. Ein Überblick über die Berücksichtigung dieser Thematik in den einzelnen Bundesländern mit didaktisch-methodischen Überlegungen”, Zeitschrift für Heilpädagogik 12, pp. 511-518.

  4. Mand, A. (2006) “Englisch – ohne wenn und aber”, Praxis Förderschule 04/2006.

  5. Morse, D. (2008) “Englisch an der Schule für Lernhilfe - Arbeiten in einem Netzwerk mit dem Wunsch nach Etablierung”, Behindertenpädagogik 47(4).

  6. Németh, A. (1993) Case Study: How can I help a child with learning difficulties?, BEd Thesis, Centre for English Teacher Training, Eötvös Loránd University, Budapest.

  7. Piepho, H.-E. (1998) ‘Können Schüler der Schule für Lernhilfe Englisch lernen - und sollen sie es auch?’, Schulverwaltung, Ausgabe Niedersachsen, 8(1998)12, pp. 344-346.

  8. Plazikowsky, K. (2008) “Englisch an der Schule für Lernhilfe - oder: »Wir möchten so wie die anderen sein«”, Behindertenpädagogik 47(4).

  9. Podlesch, W. (1998) ‘Englischunterricht in der Schule für Lernbehinderte: “Die lernen ja ganz anders Englisch!”’, Grundschule konkret 14(98), pp. 27‑30.

  10. Pumpa, B. (1999) ‘Von sich und anderen berichten. Englischunterricht in einer sechsten Klasse in einer Schule für Lernhilfe’, Zeitschrift für Heilpädagogik, 50(1999)11, pp. 530-536.

  11. Quenstedt, W. (1991) ‘Englischunterricht - ein Thema für Lernbehinderte? Ein Diskussionsbeitrag’, Sonderschulmagazin H12, pp. 5-6.

  12. Quenstedt, F. (1993) ‘In a snack bar’, Sonderschulmagazin 15(8).

  13. Quenstedt, F. (1994) ‘Erste Erfahrungen mit einem Englischunterricht Lernbehinderter’, Behindertenpädagogik 32(4), pp. 418-432.

  14. Schor, B. J.; Schor, C. (1999) ‘Englisch für sogenannte Lernbehinderte. Realistische Zielsetzung oder utopisches Unterfangen?’, SchulVerwaltung, Ausgabe Bayern, 22(1999)12, pp. 410-415.

  15. Senatsverwaltung für Schule, Berufsbildung und Sport (ed.) (1990) Referat sonderpädagogischer Förderung III B: Didaktische Handreichungen für das Fach Englisch an Schulen für Lernbehinderte.

  16. Socrates Lingua Project (2007) English without Frontiers, http://www.englishwithoutfrontiers.com/

  17. Stallberg, G. (1996) Möglichkeiten und Grenzen eines behinderungsspezifischen Förderangebots in Englisch auf der Mittel- und Oberstufe der Schule für Lernbehinderte (Sonderschule), Dortmund: Universität Dortmund, 1996.

  18. Tentrupp, G. and Ortner, G. E. (1976) ‘Fremdsprachenunterricht für Lernbehinderte? - Grundsätzliche Überlegungen zur curricularen Situation und Plädoyer für einen fremdsprachlichen Unterrichtsversuch’, Sonderpädagogik 6(2), pp. 49-65.

  19. Windolph, E. (1998) ‘Englisch — verbindlicher Unterrichtsinhalt in der Schule für Lernhilfe?’, Schulverwaltung (Ausgabe Niedersachsen) 2, pp. 44-46.

  20. Wöske, H. (2000) ‘“Die lernen ja ganz anders Englisch”: Englischunterricht an Berliner Schulen für Lernbehinderte’, Fremdsprachenunterricht 44/53(3), pp. 218-219.


Moderate learning difficulties


  1. Edwards, A. (2002) ‘French Week at Marjory Kinnon MLD School’, MFL 1, p. 10. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl1.pdf

  2. Ekkel, T. (2004) ‘All go in Hounslow’, MFL 5, p. 8. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl5.pdf

  3. Kusztal, B. (2001) ‘O celowym nauczaniu, formach i metodach pracy na lekcjach języka angielskiego z dzieckiem upośledzonym umysłowo w stopniu lekkim’, Języki obce w szkole 7/2001.

  4. Malecka, M. (1987) ‘Teaching a second language to pupils with moderate learning difficulties’, Support for Learning 2(3), pp. 33‑36.

  5. Mayhew, V. (2000) ‘Un, deux, trois. Oh, la la!’, CILT Languages and Special Educational Needs Bulletin 12, p. 5. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  6. Minger, M.. (2002) ‘Marjory Kinnon’s practice flight à destination de Paris’, MFL 1, p. 10. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl1.pdf

  7. Riley, M. (1997) ‘Teaching French in a school for children with moderate learning difficulties’, British Journal of Special Education 24(2), pp. 66-70.

  8. Taylor, K. (n.d.) Teaching languages to students with learning difficulties, http://www.cem.dur.ac.uk/ebeuk/research/terse/Taylor.htm

  9. Urbańska, E. (2001) ‘Zajęcia z języka francuskiego formą rewalidacji upośledzonych umysłowo w stopniu lekkim’, Języki obce w szkole 7/2001.

  10. Wilson, D. R. (2002) Case Study: Dale — a Foreign Language Learner with Moderate Learning Difficulties, http://www.specialeducationalneeds.com/case/mld.html

  11. Zielińska, A. (2001) ‘Uwagi o realizacji programu nauczania języka rosyjskiego uczniów z upośledzeniem umysłowym w stopniu lekkim’, Języki obce w szkole 7/2001.


Severe learning difficulties


  1. Ashley, S. (2000) ‘Do they really expect us to teach French?’, CILT Languages and Special Educational Needs Bulletin 12, p. 2. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  2. Bettridge School (2006) Modern Foreign Language Policy, http://www.bettridge.org.uk/Policies/CURRICULUM/Modern_Foreign_Language_Policy.pdf

  3. Bolay, G. (2003) “Come on, let´s talk about …”: Andere Sprachen und Kulturen an der SfG, http://www.sonderpaed.info/sprache/files/konzeption.pdf

  4. Bolay, G. (2003) Hamburger, http://www.sonderpaed.info/sprache/files/Hamburger.pdf

  5. Bolay, G. (2003) Be a star, http://www.sonderpaed.info/sprache/files/Be-a-Star.pdf

  6. Bolay, G. (2003) Herbst-Puzzle, http://www.sonderpaed.info/sprache/files/Herbst-Puzzle.pdf

  7. Bolay, G. (2003) Mit allen Sinnen, http://www.sonderpaed.info/sprache/files/mit-allen-sinnen.pdf

  8. Bolay, G. (2003) Reim “Apple Tree”, Lied "Leaves are Falling", http://www.sonderpaed.info/sprache/files/apple-tree.pdf

  9. Bolay, G. (2003) Reim “Two little eyes”, http://www.sonderpaed.info/sprache/files/Two-little-eyes.pdf

  10. Bolay, G. (2003) Wortlernkarten, http://www.sonderpaed.info/sprache/files/Wortlernkarten.pdf

  11. British Council Education and Training Group (n.d.) ‘Shepherd School’, Let’s do something special… How special needs students are involved in international activities, London: British Council, p. 2. http://www.britishcouncil.org/education/resource/download/cbesen.pdf

  12. Davis, J. (2001) ‘The tackier the better’, CILT Languages and Special Educational Needs Bulletin 13, p. 7. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  13. Dunkel, G. (2004) „Well done, Ihr Lieben“: Erster Englisch-Unterricht für geistig Behinderte, http://www.rogerstace.de/html/body_presse.html

  14. Hosking, S. (2001) ‘Pardon Pierre: Teaching French in a school for pupils with severe learning difficulties’, CILT Languages and Special Educational Needs Bulletin 13, p. 2. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  15. Garner, S. (2001) ‘Introduction of French: Rainbow School, Bedfordshire’, CILT Languages and Special Educational Needs Bulletin 13, pp. 4-5. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  16. Gustav-Heinemann-Schule (n.d.) Fremdsprachenunterricht an der Schule für Geistigbehinderte?, http://www.gustav-heinemann-schule-pforzheim.de/konzeption_englisch.html

  17. Jarratt, J. (2000) ‘From Brecon to Rouen: The first school trip to France for a group of SLD pupils’, CILT Languages and Special Educational Needs Bulletin 12, p. 2. Online at http://www.cilt.org.uk/bulletin/SEN/sen12.pdf

  18. Jarrat, J. (2003) ‘Paris to Penmaes … and Penmaes to Paris’, MFL: CILT’s bulletin for secondary language teachers 2, p. 7. Online at http://www.cilt.org.uk/publications/bulletins/MFL/mfl2.pdf

  19. Kinnane, J. (n.d.) Multi-sensory French, http://www.primaryresources.co.uk/mfl/multisensory.htm

  20. Klein, R. (2001) ‘Guten Tag, everybody.’ Times Educational Supplement Curriculum Special: Modern Languages June 15, 2001, p. 14. Online at http://www.tes.co.uk/article.aspx?storycode=348664

  21. LMU München - Lehrstuhl für Pädagogik bei geistiger Behinderung und Verhaltensstörungen (2004) Englischunterricht für Schüler mit Förderschwerpunkt geistige Entwicklung. Theoretische Aspekte - Erfahrungsbericht -Praxishilfen.

  22. Meakin, M. (1993) ‘Man spricht SIGNALONG’, The SLD Experience 15.

  23. Nixon, A. (2001) ‘Tac-pac tactics!’, CILT Languages and Special Educational Needs Bulletin 13, p. 2. Online at http://www.cilt.org.uk/bulletin/SEN/sen13.pdf

  24. Parsons, P. (2000) ‘Sherwood Park School’, Languages — right here, right now, London: British Council, p. 2.

  25. Peter, M. (1994) ‘Providing contexts: drama with pupils with severe learning difficulties’, in McLagan, P. (ed.) Steps to learning: modern languages for pupils with special educational needs, London: Centre for Information on Language Teaching and Research, pp. 40-48.

  26. Priory Woods School (2002) Modern Foreign Language, http://www.priorywoods.middlesbrough.sch.uk/subject/mfl/mfl1top.htm

  27. Priory Woods School (2002) Curriculum Policy – MFL, http://www.priorywoods.middlesbrough.sch.uk/subject/mfl/curric-policy-mfl.htm

  28. Sanders, R. (1997) ‘Modern languages: an entitlement for all’, The SLD Experience 19, pp. 7-9.

  29. Stephanusschule (n.d.) Die englische Sprache und der Förderschwerpunkt „geistige Entwicklung“ – ein Konzept für den Englischunterricht an der Stephanusschule, http://www.stephanusschule.com/page/downloads/faecher/EngKo05.pdf

  30. Stewart, D. (2003) ‘From curiosity to citizen’, Learning World January 2003, pp. 12-13. Online at http://www.britishcouncil.org/education/resource/download/lw2p12_16.pdf

  31. The Redway School (n.d.) Modern Foreign Language, http://www.theredway.net/main/curriculum/national_curriculum/body_foreignlanguage.shtml

  32. Wilson, D. R. (2001) Case Study: Emily — a Foreign Language Learner with Severe Learning Difficulties, http://www.specialeducationalneeds.com/case/sld.html

  33. Wilson, D. R. (n.d.) Resources for foreign language learners with severe learning difficulties, http://www.clusterweb.org.uk/UserFiles/ASK/File/Curriculum%20Subjects/mod_lang/mfl-sen-resourcelist.doc


Specific learning difficulties


  1. Adoniou, M. (n.d.) Reading, Young Learners and Learning Difficulties, http://www.tesolgreece.com/nl/75/7503.html

  2. Agoravox (2008) La dyslexie et les langues étrangères, http://www.agoravox.fr/tribune-libre/article/la-dyslexie-et-les-langues-38209?38209

  3. Åhlander, I. (2003) Focus Alfa: an EU project in the Leonardo da Vinci programme, http://www.focusalfa.se/

  4. Airaksinen, M. (2008) Foreign Language Learning Difficulties and Learning Strategies: Four cases, Pro Gradu Thesis, Department of English, University of Jyväskylä. Online at https://jyx.jyu.fi/dspace/bitstream/handle/123456789/18370/URN_NBN_fi_jyu-200805275367.pdf?sequence=1

  5. Akin, J. S. (1995) ‘A Case of a Dyslexic Learner of Japanese as a Foreign Language’, Proceedings for 1995 Association of Teachers of Japanese Conference.

  6. Almanza, D. Singleton, K. and Terrill, L. (1996) Learning Disabilities in Adult ESL: Case Studies and Directions, http://www.cal.org/ncle/LDcase.htm

  7. Amend, A. E. Whitney, C. A., Messuri, A. T. and Furukawa, H. (2009) ‘A Modified Spanish Sequence for Students With Language-Based Learning Disabilities’, Foreign Language Annals 42(1), pp. 27–41.

  8. Anacona, R. (1982) ‘Latin and a dyslexic student: An experience in teaching’, Classical World 76, pp. 33-36.

  9. Angelina, J. (2008) Teaching foreign languages to the elderly and those with learning disabilities, http://www.helium.com/items/888914-teaching-foreign-languages-to-the-elderly-and-those-with-learning-disabilitites

  10. Antell, E. (2003) Teaching English as a Foreign Language to Students With Learning Disabilities, Department of English, University of Helsinki. Online at http://www.eng.helsinki.fi/~mpalande/Emma_Antell/learningdisabilities.htm

  11. Anton, C. and Llorente, L. (2004) Meeting the Challenge of Diversity: Students with Learning Disabilities in the Foreign Language Classroom. Paper presented at the Second International Conference on New Dirctions in the Humanities, Monash University Centre, Prato, Tuscany, Italy, 20-23 July, 2004.

  12. Arbeitskreis “Englisch in der Realschule” (n.d.) Übungssammlung zur Förderung von Legasthenikern im Englischunterricht, Landesinstitut für Schule und Ausbildung Mecklenburg-Vorpommern Pädagogisches Regionalinstitut Greifswald. http://www.bildung-mv.de/download/lrsueb.pdf

  13. Arnbak, E. (1997) ‘Ordblindhed og fremmedsprog — hvordan kan vi bedst støtte ordblinde elevers indlæring af fremmedsprog’, SPROG Læreren 4. Online at http://www.dvo.dk/ordblind/artikler/doc5b.html

  14. Arnett, K. (2000) Learning Disabilities and Foreign Language: Overview and Manual. http://www.smcm.edu/aldiv/forlang/pdfdocs/arnett-english.pdf

  15. Arnett, K. E. (2001) The accommodation of grade 9 students with learning disabilities in the Applied Core French classroom, Unpublished Master’s thesis: The Ontario Institute for Studies in Education of the University of Toronto.

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