Learning foreign languages: experiences of persons with disabilities and special educational needs and their teachers
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Editorství tématického sborníku |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | In many parts of the world, it is not a person's native language - but a foreign one - which is used for education, work or entertainment. This is true for many European countries whose inhabitants need to learn English as a foreign language if they want to participate in education or among diverse fields in the workforce. In other parts of the world, it might be Spanish, Hindi, Mandarin Chinese, Arabic or other languages which will be serving a similar role. This need for learning a second language is understood well in many educational programs, including those for students with special educational needs. However, to date, there is not much research of the experiences of persons with diverse additional needs as learners of foreign languages. The most robust literature covers the field of additional language acquisition among Deaf and Hard of Hearing (DHH) people (cf Domagała-Zyśk, Podlewska, Moritz 2021 and others). Goals, methods and forms of teaching are fairly well described, and DHH students’ needs have been documented extensively. |