Foreign language study is an increasingly important part of education everywhere. In Italian primary and secondary schools the teaching of a second language, in particular of English, has been made compulsory with “Decreto Legislativo n.59” (2004). The English language is now taught at any level of schools in Italy, from Infantry to Secondary Schools. Moreover, thanks to the so called “Gelmini Law” (2010), the teaching of English has been improved in all Secondary Schools, with the CLIL (Content and Language Integrated Learning) syllabus. All students in the final year of secondary schools are required to learn a discipline in a foreign language. Starting from the observation that the Italian educational system is based on mixed-level/mixed-ability classes, where the principle of inclusiveness is applied, nowadays teachers must face the presence, in any class, of one or more students with a diagnosis of Specific Learning Disorder (In Italian DSA), sometimes combined with an ADHD diagnosis. All the teachers are involved in first person, and after the implementation of “Legge n. 170” (8.10.2010), they have to receive adequate training on the subject to recognize and treat these learning disorders in daily school practice. While it has long been recognized in the learning disabilities field that foreign language study would be a tremendous challenge to disabled students, somehow this fact has been ignored in the field of foreign language instruction and in schools in general until very recently. Current technologies are effective classroom supports for language teaching activities. Teachers, parents and schools must create plans together that tailor intervention and accommodation to aid the individuals in successfully becoming independent learners. Starting from the writer’s personal experience in the teaching of English in Italian secondary schools, the article examines the educational approach and the latest methodologies implemented in a today’s Italian class.

A Few Reflections on Specific Learning Disorders and Foreign Language Teaching in Italian Secondary Schools

PANICIERI, SILVIA
2015-01-01

Abstract

Foreign language study is an increasingly important part of education everywhere. In Italian primary and secondary schools the teaching of a second language, in particular of English, has been made compulsory with “Decreto Legislativo n.59” (2004). The English language is now taught at any level of schools in Italy, from Infantry to Secondary Schools. Moreover, thanks to the so called “Gelmini Law” (2010), the teaching of English has been improved in all Secondary Schools, with the CLIL (Content and Language Integrated Learning) syllabus. All students in the final year of secondary schools are required to learn a discipline in a foreign language. Starting from the observation that the Italian educational system is based on mixed-level/mixed-ability classes, where the principle of inclusiveness is applied, nowadays teachers must face the presence, in any class, of one or more students with a diagnosis of Specific Learning Disorder (In Italian DSA), sometimes combined with an ADHD diagnosis. All the teachers are involved in first person, and after the implementation of “Legge n. 170” (8.10.2010), they have to receive adequate training on the subject to recognize and treat these learning disorders in daily school practice. While it has long been recognized in the learning disabilities field that foreign language study would be a tremendous challenge to disabled students, somehow this fact has been ignored in the field of foreign language instruction and in schools in general until very recently. Current technologies are effective classroom supports for language teaching activities. Teachers, parents and schools must create plans together that tailor intervention and accommodation to aid the individuals in successfully becoming independent learners. Starting from the writer’s personal experience in the teaching of English in Italian secondary schools, the article examines the educational approach and the latest methodologies implemented in a today’s Italian class.
2015
Foreign Language Teaching in Italian Secondary School, Inclusiveness, Specific Learning Disorders.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/935857
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