Disability World Language Learning by Scott (32 results)

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Paperback. Condition: New. The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.…

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Paperback. Condition: Brand New. 121 pages. 9.00x6.00x0.75 inches. In Stock.

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Hardcover. Condition: Brand New. 120 pages. 9.25x6.25x0.50 inches. In Stock.

Paperback. Condition: New. The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.…

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Paperback. Condition: new. Paperback. The release of a report by the Modern Language Association, Foreign Languages and Higher Education: New Structures for a Changed World, focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued Diversity and Inclusion in Language Programs, a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructorsadjunct faculty, long-time instructors, and graduate assistants alikeconfronting a changing and diversifying world language classroom. Using case studies, reflection questions, and research on course design, this book addresses the world language instructor and the diverse learner. Devoted to strategies based on Universal Design for Instruction, it serves as a valuable resource for all college instructors confronting a changing and diversifying world language classroom. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

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PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback / softback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

HRD. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Hardcover. Condition: new. Hardcover. The release of a report by the Modern Language Association, Foreign Languages and Higher Education: New Structures for a Changed World, focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued Diversity and Inclusion in Language Programs, a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructorsadjunct faculty, long-time instructors, and graduate assistants alikeconfronting a changing and diversifying world language classroom. Using case studies, reflection questions, and research on course design, this book addresses the world language instructor and the diverse learner. Devoted to strategies based on Universal Design for Instruction, it serves as a valuable resource for all college instructors confronting a changing and diversifying world language classroom. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

Paperback. Condition: new. Paperback. The release of a report by the Modern Language Association, Foreign Languages and Higher Education: New Structures for a Changed World, focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued Diversity and Inclusion in Language Programs, a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructorsadjunct faculty, long-time instructors, and graduate assistants alikeconfronting a changing and diversifying world language classroom. Using case studies, reflection questions, and research on course design, this book addresses the world language instructor and the diverse learner. Devoted to strategies based on Universal Design for Instruction, it serves as a valuable resource for all college instructors confronting a changing and diversifying world language classroom. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. …

Kartoniert / Broschiert. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Using case studies, reflection questions, and research on course design, this book addresses the world language instructor and the diverse learner. Devoted to strategies based on Universal Design for Instruction, it serves as a valuable resource for all col.…

Hardback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.