An Exploration of Practices Adopted by EFL Teachers for Learners with Low-Incidence Disabilities in Inclusive Classes مقالة

مؤلف: Razmjoo، Seyyed Ayatollah ؛ Sabourianzadeh، Naser ؛

Applied Research on English Language Winter 2018, Volume 7 - Number1 التصنيف: العلمية - البحثية/ISC (‎22 صفحة - من 89 إلی 110 )

الکلمات المفتاحية: EFL Teachers Inclusive Practices Learners with Low Incidence Disabilities Inclusive Classes

خلاصة:

English language is arguably one of the life prerequisites in this information era and more individuals around the world than ever before are involved in learning English language as an international language of education and business. Learners with disabilities are not excluded from this mainstream; however, they face barriers in learning English. As such, we aimed in this phenomenological multiple case study, underpinned by the social constructivist view of disability, to identify factors affecting EFL teachers’ inclusive practices provided for learners with low-incidence disabilities and reveal the compatibility of such practices with Vygotsky’s social constructivism. To this end, four inclusive classes were observed for 48 sessions (12 sessions per class) and semi-structured interviews were conducted with 45 EFL teachers. We used the data collected from observation notes and interview transcripts to extract major themes describing factors affecting such practices in EFL settings. Drawing on the collected data, we plotted a conceptual framework, and then examined the compatibility of the inclusive practices adopted by the EFL teachers with Vygotsky’s social constructivist theory. We concluded with a discussion on the study's implications and recommendations for practitioners.

ملخص الجهاز:

An Exploration of Practices Adopted by EFL Teachers for Learners with Low-Incidence Disabilities in Inclusive Classes Seyyed Ayatollah Razmjoo 1*, Naser Sabourianzadeh 2 1 Professor, Faculty of Foreign Languages and Linguistics, Shiraz University, Iran 2 Ph. D. As such, we aimed in this phenomenological multiple case study, underpinned by the social constructivist view of disability, to identify factors affecting EFL teachers’ inclusive practices provided for learners with low-incidence disabilities and reveal the compatibility of such practices with Vygotsky’s social constructivism. Despite much debate found in the literature on the admission of disabled learners in regular classes, the necessity of identifying the most effective strategies and practices to nurture the social and educational growth of these learners in the field of EFL learning and teaching is the one seriously in need of research. g. , Agran, Alper, {View the image of this page} Wehmeyer, 2002; Avramidis, Bayliss, {View the image of this page} Burden, 2000; Avramidis {View the image of this page} Kalyva, 2007; Briggs, Johnson, Shepherd, {View the image of this page} Sedbrook, 2002; Buljevac, Majdak, {View the image of this page} Leutar, 2012; David {View the image of this page} Kuyini, 2012; MacFarlane {View the image of this page} Woolfson, 2013; Meyer, Myers, Walmsley, {View the image of this page} Laux, 2012; Orelus {View the image of this page} Hills, 2010). Mediation and collaborative inclusive practices observed in the English language classes promote social interaction and positive attitudes towards disabled EFL learners, improve their self-esteem, and thus render language learning efforts to a more successful experience.

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