1. Modern Foreign Languages as an Inclusive Learning Opportunity: Changing Policies, Practices and Identities in the Languages Classroom

Jones, Jane; Abbott, Christopher; Beltrán, Elina Vilar

doi:10.21832/9781847699749-003

Cited by 7 publications

(4 citation statements)

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“…For instance, Finesilver (2017) observed students employing a wide variety of creative visuospatial representations in their mathematical problem‐solving, with colourful imagery, modelling and metaphor mixed with conventional symbolic forms. Meanwhile, Jones (2013) highlights that collaboration amongst peers is promoted in MFL lessons, where there is also scope to develop applied skills, such as filmmaking in a real‐life linguistic context, which, coincidently, ‘bends the rules’ of classroom formalities.…”

Section: Discussionmentioning

confidence: 99%

An exploration of arts teachers' beliefs and judgements concerning students with SEND

Thompson¹,

Finesilver²,

Jones³

2023

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There is little research addressing teachers' beliefs and judgements concerning students with identified Special Educational Needs and/or Disabilities (SEND), a group which is regularly cited as experiencing disadvantages in their schooling compared to peers. This paper draws on research which examined the beliefs and judgements of a set of arts teachers in an English secondary school regarding their students with SEND. Data were collected using observation, semi‐structured and stimulated recall interviews. Phenomenological analysis uncovered patterns of tension in these beliefs and judgements. Teachers were able to consider some of the interactions between their students' individual characteristics and the classroom environment, and the ways these might give rise to certain educational needs; they also believed their subjects were singularly inclusive in providing for diverse needs. Nonetheless, traditional systems of educational assessment significantly affected what is judged ‘successful’ learning, which teachers tended to negatively associate with SEND. We conclude that deficit thinking about the educational capacities of students with SEND underlies teachers' judgements. Nevertheless, teachers do believe there are many ways for students to participate meaningfully, articulate and demonstrate understanding in arts subjects, which have the potential to challenge traditional notions of ‘success’.

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Section: Discussionmentioning

confidence: 99%

An exploration of arts teachers' beliefs and judgements concerning students with SEND

Thompson¹,

Finesilver²,

Jones³

2023

Support for Learning

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“…The development of inclusive teaching methods and survey questions drew upon relevant studies by Jones (2013), Alexander (2008), Jiang (2017), Ji (2017), Lü (2017), Mou (2003), CAST (2018), Shen & Liao (2017), Zhang (2021), Cornelius (2013), Han, Liu, Sun (2023), andHigbee (2009).…”

Section: Methodsmentioning

confidence: 99%

EuroCALL 2023. CALL for all Languages - Short Papers

2023

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Section: Methodsmentioning

confidence: 99%

Support inclusive teaching and learning with CALL technologies in the beginning-level Chinese language classroom

2023

EuroCALL 2023. CALL for All Languages - Short Papers

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The importance of creating inclusive language learning environments in foreign language classrooms has gained recognition, driven by the diverse learning styles and the needs of learners (Jones, 2013). However, providing effective support to all learners remains a substantial challenge due to the inherent diversity among learners and the prevalence of various learning difficulties.In the context of Chinese as a Second/Foreign Language (CSL/CFL), research and practice have predominantly emphasized instructional methods targeting content-related challenges, often overlooking the development of inclusive language learning environments tailored to the diverse needs of learners (Tao et al., 2021). This study, therefore, investigates the pedagogical approaches and digital technology implementations within a specific course to assess their effectiveness in promoting inclusivity in the classroom. The study also assesses the alignment of these strategies with the unique characteristics and requirements of CSL/CFL teaching and learning.To gather insights, the researcher conducted a comprehensive analysis of course evaluations and administered a post-course survey to gauge student perceptions. The findings indicate that the implemented strategies effectively promoted inclusiveness and facilitated Mandarin learning in the first-year Chinese classroom.

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1. Modern Foreign Languages as an Inclusive Learning Opportunity: Changing Policies, Practices and Identities in the Languages Classroom

Cited by 7 publications

References 0 publications

An exploration of arts teachers' beliefs and judgements concerning students with SEND

An exploration of arts teachers' beliefs and judgements concerning students with SEND

EuroCALL 2023. CALL for all Languages - Short Papers

Support inclusive teaching and learning with CALL technologies in the beginning-level Chinese language classroom

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