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Exploring Language Teacher Identity Work as Ethical Self-Formation
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Miller, Elizabeth R.; Morgan, Brian; Medina, Adriana L. – Modern Language Journal, 2017
In this article, we treat language teacher identity as foundational to educational practice and see Foucault's (1983, 1997) notion of ethical self-formation, and its adoption in teacher education research by Clarke (2008, 2009, 2010), as providing a potential vehicle for understanding the development of teacher agency and critical identity work.…
Descriptors: Second Language Learning, Second Language Instruction, Language Teachers, Professional Identity
Alternative Second Language Curricula for Learners with Disabilities: Two Case Studies
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Abrams, Zsuzsanna – Modern Language Journal, 2008
According to the National Center for Learning Disabilities (2005), students with disabilities often must demonstrate failure in order to qualify for academic accommodations. For students with disabilities, this failure may be life-altering. The present article argues that alternative curricula (modified teaching and assessment plans) should be…
Descriptors: Physical Disabilities, Learning Disabilities, Academic Accommodations (Disabilities), Case Studies
Test Comparisons among Students Identified as High-Risk, Low-Risk, and Learning Disabled in High School Foreign Language Courses.
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Sparks, Richard L.; And Others – Modern Language Journal, 1992
Comparison of high-risk, low-risk, and learning-disabled high school students' foreign language performance found clear evidence of significant differences in the foreign language learning potential of low- and high-risk students and striking similarities between high-risk and learning-disabled students regarding foreign language learning…
Descriptors: Comparative Analysis, High Risk Students, High School Students, Language Processing
It Ain't over 'til It's Over: On Foreign Language Anxiety, First Language Deficits, and the Confounding of Variables.
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Horwitz, Elaine K. – Modern Language Journal, 2000
Replies on behalf of the authors of a previous article to a critique of their study on foreign language anxiety. Argues that factors other than cognitive-linguistic deficits contribute to problems in foreign language achievement. (Author/VWL)
Descriptors: Communication Apprehension, Learning Disabilities, Second Language Instruction, Second Language Learning
Deja Vu All over Again: A Response to Saito, Horwitz, and Garza.
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Sparks, Richard L.; Ganschow, Leonore; Javorsky, James – Modern Language Journal, 2000
Responds to an earlier article that introduced the concept of foreign language reading anxiety and reported the results of a preliminary study of reading anxiety. Argues that the explanations for the study findings are misguided. (Author/VWL)
Descriptors: Communication Apprehension, Language Research, Learning Disabilities, Reading Difficulties
A Response to Arries: Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses.
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Sparks, Richard L.; Javorsky, James – Modern Language Journal, 1999
Responds to an article on learning disabilities and foreign language learning. Discusses assumptions about students classified as learning disabled (LD) with foreign language learning problems, and the assumption that students classified as LD need a different approach. (Author/VWL)
Descriptors: Curriculum Design, Elementary Secondary Education, Inclusive Schools, Learning Disabilities
Distortion and Omission in LD Studies: What Foreign Language Educators and Special Education Researchers Need To Know about Myth.
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Arries, Jonathan F. – Modern Language Journal, 1999
Responds to an article on learning disabilities and foreign language learning. Highlights the distortions and omissions in that article. (Author/VWL)
Descriptors: Curriculum Design, Elementary Secondary Education, Inclusive Schools, Learning Disabilities
Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses.
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Arries, Jonathan F. – Modern Language Journal, 1999
Describes characteristics of learning disabled (LD) college students, noting pedagogical assumptions of foreign language (FL) faculty that make it difficult for such students to complete FL requirements. The paper lists strategies that address the needs of LD students in FL, proposing a systems approach to instructional design that could help in…
Descriptors: College Students, Curriculum Development, Higher Education, Language Teachers