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Yes They Can! Demystifying the Effects of Foreign Language Learning for Students with Special Needs

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Title: Yes They Can! Demystifying the Effects of Foreign Language Learning for Students with Special Needs
Language: English
Authors: Regalla, Michele, Peker, Hilal
Source: Learning Languages. Spr-Sum 2018 23(1):22-24.
Availability: National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/learning-languages-journal/
Peer Reviewed: Y
Page Count: 5
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Preschool Education
Descriptors: Second Language Learning, Second Language Instruction, Special Needs Students, French, FLES, Native Language, Inclusion, Preschool Education, Preschool Children, Charter Schools, Cerebral Palsy, Program Descriptions, English, Pretests Posttests, Numbers, Human Body, Language Tests, Individualized Education Programs
Geographic Terms: Florida
ISSN: 1083-5415
Abstract: This paper addresses the issue of integrating students with special needs into foreign language programs in the early childhood years. A partnership between a university and a charter school in central Florida began as a result of parent and teacher interest in providing a foreign language program for its prekindergarten students. Since 2014, prekindergarten students have been receiving French instruction twice per week in a typical foreign language exploratory (FLEX) program designed to introduce the French language and culture; however, this program is atypical because of the population of the charter school, United Cerebral Palsy (UCP). At UCP, approximately 50% of the students have special needs ranging from mild delays to significant physical and cognitive disabilities. Since the beginning of the French program, questions have been raised by various stakeholders (including some parents and other educational professionals) about students with special needs experiencing confusion in foreign language programs. The educators who started the French program designed a study to address questions raised about the suitability of foreign language programs for students with special needs. The purpose of this study is to examine the effects of a French language program on the first language skills of an inclusive prekindergarten population. This article presents the preliminary results from the ongoing research study.
Abstractor: ERIC
Entry Date: 2018
Accession Number: EJ1187745
Database: ERIC
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  Data: Yes They Can! Demystifying the Effects of Foreign Language Learning for Students with Special Needs
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  Data: <searchLink fieldCode="AR" term="%22Regalla%2C+Michele%22">Regalla, Michele</searchLink><br /><searchLink fieldCode="AR" term="%22Peker%2C+Hilal%22">Peker, Hilal</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Languages%22"><i>Learning Languages</i></searchLink>. Spr-Sum 2018 23(1):22-24.
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  Data: National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/learning-languages-journal/
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: 1083-5415
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  Data: This paper addresses the issue of integrating students with special needs into foreign language programs in the early childhood years. A partnership between a university and a charter school in central Florida began as a result of parent and teacher interest in providing a foreign language program for its prekindergarten students. Since 2014, prekindergarten students have been receiving French instruction twice per week in a typical foreign language exploratory (FLEX) program designed to introduce the French language and culture; however, this program is atypical because of the population of the charter school, United Cerebral Palsy (UCP). At UCP, approximately 50% of the students have special needs ranging from mild delays to significant physical and cognitive disabilities. Since the beginning of the French program, questions have been raised by various stakeholders (including some parents and other educational professionals) about students with special needs experiencing confusion in foreign language programs. The educators who started the French program designed a study to address questions raised about the suitability of foreign language programs for students with special needs. The purpose of this study is to examine the effects of a French language program on the first language skills of an inclusive prekindergarten population. This article presents the preliminary results from the ongoing research study.
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  Data: EJ1187745
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 22
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: French
        Type: general
      – SubjectFull: FLES
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Cerebral Palsy
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Numbers
        Type: general
      – SubjectFull: Human Body
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Florida
        Type: general
    Titles:
      – TitleFull: Yes They Can! Demystifying the Effects of Foreign Language Learning for Students with Special Needs
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            NameFull: Regalla, Michele
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            NameFull: Peker, Hilal
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              Y: 2018
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              Value: 1083-5415
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              Value: 23
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              Value: 1
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