The increased use of digital tools in the EFL class and the inclusion of special education needs students into classrooms sets the question how the use of digital media in the foreign language classroom impacts special education needs students. Does it enhance or impede their abilities, especially their abilities in writing, in the foreign language learning process?
The modern society can be characterized as a technology based information society. Therefore, it should be no surprise that there is an increased use of digital tools in many classrooms. As an example, foreign language teachers make use of a wide range of electronically based technology resources to allow for an authentic foreign language experience in the classroom.
However, there is another factor which foreign language teachers have to take in account when including digital media in their lessons; the inclusion of special education needs students. In the year 2006 a political document, named Convention of the United Nations on the rights of persons with disabilities, came into force in New York and was signed by 167 states. This document promotes for the non-discrimination of of people with disabilities and demands the change of the structure of the whole society. Since its publication it has led to the beginning of many changes in different areas of life; especially in education. From an educational point of view the most important articles in this document are §24 2a and §24 2b which declare the right of persons with disabilities to have equal access to education at primary and secondary schools. In 2009 Germany ratified the Convention of the United Nations on the rights of persons with disabilities and with that started the implementation of inclusive classrooms.
Table of Contents
1. Introduction and Motivation
2. Dyslexia
2.1. Definition, Causes and Implications
2.2. Dyslexia in the EFL Classroom
2.3. Support of Dyslexic Students in the Classroom in General and in the EFL Classroom
3. Digital Tools in the EFL Classroom
3.1. Benefits of Digital Tools for Dyslexic Students
3.2. Evaluation of selected Digital Tools
4. Conclusion and Perspectives
5. Works Cited
Objectives and Core Topics
This paper examines the advantages and disadvantages of using digital tools within inclusive English as a Foreign Language (EFL) writing classes, specifically focusing on how such technology can support students with dyslexia.
- The definition, causes, and classroom implications of dyslexia.
- Methods for supporting dyslexic students in general and specifically in the EFL context.
- The role and benefits of digital media in promoting independent learning and self-confidence.
- Evaluation of specific digital tools including Linkword Languages, Kurzweil 3000, Wordle, and Wordspeller.
Excerpt from the Book
3.1. Benefits of Digital Tools for Dyslexic Students
Cause of its deep orthography, the English language embodies a big challenge for dyslexic learners (cf. Blume/ Würfel 2018: 20). Earlier research suggested to cut off reading and writing and concentrating on speaking and listening instead, however more recent research has shown that cutting off these two learning components would mean that useful channels of learning are being taken away from the student (cf. Crombie 2013: 129). As it was said before the most helpful methods to help dyslexic foreign language learners to improve their writing is using multi sensory learning techniques and repetitions (cf. Blume/ Würfel 2018: 20). This can be provided through the use of technology.
“Technology is if not the solution, at least a part of the process to minimize the impact of dyslexia on individuals.“ (Crombie 2013: 129). When used adequately, it can have a positive impact on dyslexic students motivation and self-belief in the EFL writing class. This is due to technology suiting the needs of learners with reading and spelling difficulties by combining multimodal sources and promoting individualized practice (cf. Blume/Würfel 2018: 20). An important advantage that the use of digital tools brings into the class in general is motivation (cf. Gerlach 2015: 162). Through its use the students can engage in self-study practices which promotes not only their confidence but also their sense of independence (cf. Schneider/ Crombie 2004: 80). Besides that, typing instead of writing can mean an immense relief for most dyslexic learners as it offers the opportunity to reduce spelling or grammar mistakes (cf. Schneider Crombie 2004: 86).
Summary of Chapters
1. Introduction and Motivation: This chapter highlights the necessity of digital tools in modern education and introduces the legal framework for inclusive classrooms as mandated by the UN Convention on the rights of persons with disabilities.
2. Dyslexia: This section defines dyslexia, explores its genetic and neurobiological causes, and outlines the specific challenges students face in an EFL learning environment.
3. Digital Tools in the EFL Classroom: This chapter examines the theoretical benefits of technology for dyslexic learners and provides an evaluation of specific software programs and tools that support writing and spelling.
4. Conclusion and Perspectives: The final chapter synthesizes the paper's findings, emphasizing that while technology is a great asset for inclusive education, it remains a supportive tool rather than a replacement for conventional teaching.
5. Works Cited: This section provides a comprehensive bibliography of the secondary literature and digital sources utilized throughout the research.
Keywords
Dyslexia, EFL Classroom, Inclusive Education, Digital Tools, Writing Skills, Multi-sensory Learning, Assistive Technology, Student Motivation, Phoneme-grapheme Correspondence, Special Educational Needs, Kurzweil 3000, Wordspeller, Language Acquisition.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper examines the role and effectiveness of digital tools in supporting the writing skills of dyslexic students within inclusive English as a Foreign Language classrooms.
What are the central themes discussed in the work?
The themes include the nature of dyslexia, the challenges dyslexic learners encounter in foreign language acquisition, the implementation of inclusive practices, and the benefits of specific assistive technologies.
What is the core research question?
The author investigates how the integration of digital media in the EFL classroom impacts students with special educational needs, specifically asking whether it enhances or hinders their writing performance.
Which scientific methods were applied?
The paper utilizes a review of secondary literature, including both theoretical studies and experimental research, to analyze the efficiency of various digital support tools.
What topics are covered in the main section of the paper?
The main part details the definition and implications of dyslexia, pedagogical methods to support dyslexic students, and a comparative evaluation of four specific digital tools.
How is the term "dyslexia" characterized in this study?
The study characterizes dyslexia as a learning difficulty involving reading, spelling, and writing, which is independent of intellectual ability or socio-economic background.
How does the author evaluate the "Kurzweil 3000" software?
Kurzweil 3000 is evaluated as a highly useful tool due to its ability to read texts aloud, offer word prediction, and support independent learning, though the author notes cost as a potential barrier.
What potential risks does the author identify regarding the use of technology?
The author cautions that relying solely on technology can lead to confusion if the learner already possesses the necessary skills, and emphasizes that tools should not replace conventional teaching methods.
- Arbeit zitieren
- Özlem Arslan (Autor:in), 2019, Digital Tools to Support Writers in the EFL Classroom. Technology and its Benefits for Dyslexic Students, München, GRIN Verlag, https://www.grin.com/document/512679
