David R. Wilson a bibliography of modern foreign languages and special educational needs Newcastle upon Tyne



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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: DavidRitchieWilson@compuserve.com

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.

  125. Learning and Teaching Scotland (2006) Making modern languages accessible to all, http://www.ltscotland.org.uk/inclusiveeducation/sharingpractice/localauthorities/modernlanguages.asp

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