Oral language teaching within regular and special education classrooms : Comparison of instructional planning and regulation interventions CANCELLED
Submitted by:
Greta Pelgrims
Abstract:
Oral expression and comprehension are fundamental within all school learning situations (Nonnon, 2000). Moreover, oral language difficulties contribute to explain reading and writing difficulties (Schmitt, Justice & Pentimonti, 2013). Teaching of oral language skills therefor appears to be crucial, especially within special education teaching settings for students presenting learning disabilities in reading and writing. Although different instructional strategies to improve oral language skills are suggested, little attention yet is given to understand how teaching of oral language skills actually unfolds within special education classrooms. Our research contributes to examine oral language teaching and learning situations in regular and special education classrooms. Comparisons focus on the tasks regular and special education teachers provide their students with, instructional goals and knowledge content, the way teachers plan their instruction, anticipate obstacles and interventions to regulate the students’ learning and struggling activity.
Our study has been carried out within 10 elementary classrooms (5 regular and 5 special education). Ongoing oral language teaching and learning situations have been observed, and teachers have been interviewed in order to grasp their planning and anticipation process. Analysis of didactic interactions yields complementary data on obstacles and regulatory interventions. Results show differences between regular and special education oral language instruction. These are discussed with respect to didactic principles related to socio-constructivist interactionism theory (Dolz & Schneuwly, 1998) on the one hand, to specific situational framefactors constraining teaching and learning activity within special education teaching settings (Pelgrims, 2009) on the other hand.
Références
Dolz, J. & Schneuwly, B. (1998). Pour un enseignement de l'oral : initiation aux genres formels à l'école. Paris : ESF.
Nonnon, E. (2000). La parole en classe et l’enseignement de l’oral : champs de référence, problématiques, questions à la formation. Recherches, 33, 75-90.
Pelgrims, G. (2009). Contraintes et libertés d’action en classe spécialisée : leurs traces dans la motivation des élèves à apprendre des mathématiques. Formation et pratiques d’enseignement en questions, 9, 135-158.
Schmitt, M. B., Justice, L. M. & Pentimonti, J. M. (2013). Language processes : Characterization and prevention of language-learning disabilities. In H. L. Swanson, K. R. Harris & S. Graham (Ed.), Handbook of learning disabilities (pp. 256-277). New York : Guilford.