Foreign Language Teaching in the Inclusion

Foreign Language Teaching in the Inclusion

Čirić-Delić, Esada

This presentation aims to describe dilemmas foreign language teachers have when facing inclusive education, their responsibilities in such classrooms, and possible steps taken to improve foreign language teaching under inclusion concept, with particular reference to Bosnia and Herzegovina. Today when policy makers talk of inclusion they refer to the process of educating children with special education needs. Policy makers look at the inclusion bearing in mind political, financial and, at times, even ideological factors. Yet, teachers are the implementation task force, often pulling the ties between children with learning difficulties and their peers, ensuring recognition of every child's needs. The term learning difficulty is often misunderstood. It is becoming practice for the foreign language teachers to find themselves in the mixed ability classrooms where there is also a child with either/or communication issues, cognitive issues, behavioral issues, with sensory impairment, and/or physical disability. What is the role of the foreign language teachers in the inclusion? And how can they help themselves carry out their role in inclusive education system? Where do they look for support and what approach do they take in foreign language teaching with particular reference to diversity of the mixed ability classrooms? are some issues raised in the presentation.

Conference or Workshop Item
PeerReviewed

2012-05

787