THEY ALSO CAN LEARN ENGLISH . YES, THEY CAN.

Often I ask me if my special students have the same possibilities to learn a foreign language than their friends who don’t have any problem to acquire new knowledge.  Learning Difficulties can have significant implications for language and writing acquisition, and as such are important considerations for teachers.

Learning difficulties (LDs) refers to a range of complex and often misunderstood neurological-based processing challenges. In most instances, these processing issues present challenges to the acquisition of basic skills such as reading, writing and math.

Just because a student has LDs does not mean that they can’t learn as well as other students. It does, however, mean that different teaching methods may need to be applied to compensate for the specific aspects of learning that they find challenging to process.

It is important to reiterate that LDs are not an indicator of low intelligence or limited learning capacity. They refer to difficulties in specific areas of learning and many people with LDs have above average intellectual capacity.

Three common forms of LDs that are particularly pertinent considerations for  teachers are: Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity.  Students with these challenges may need a more tailored and individualised teaching plan to assist them with their English learning.

Teachers must be vigilant for evidence of LDs amongst students identifying and acknowledging LDs as soon as possible is very important to ensure that students receive the best support in their learning.

A pertinent consideration for teachers is how to cater for the needs of students with LDs without holding back other members of the classroom. Fortunately, the approaches outlined below are, in fact, good overall teaching practices and will be beneficial to not just LDs students but to the entire class.

Focus on what can be achieved instead of what cannot, praise every and any successes, have clear goals and structure lessons transparently, reduce possible distractions, work in groups or by pairs and stimulate all of the senses for learning, these are best practices and strategies for a good CLIL classroom.

LD students can learn English as effectively as anyone in the classroom if proper provisions are made. These suggested teaching strategies can, in fact, benefit the entire classroom as a whole and help ensure that LD students are given all the support needed to reach their fullest potential.