Dominican University of California
Foreign Language Learning Difficulties and Teaching Strategies
Abstract
dc:description.abstract<p>Beginning foreign language (FL) courses in high school often have high numbers of learning disabled and at-risk students, perhaps because many students who are considered to be college bound begin foreign language study in middle school. This paper examines FL difficulties as well as effective strategies that others have used to conquer these challenges. Research indicates that LD students and at-risk students both have FL learning difficulties, due to deficiencies in their native languages. Research suggests that teachers should use multi-sensory approaches; however, they should also explicitly teach phonology/orthography and grammar, as these may be necessary for LD and at-risk students to understand and use the target language.</p>
Degree
thesis:*- Name thesis:degree_name
- Master of Science
- Level thesis:degree_level
- Master's Thesis
- Discipline thesis:degree_discipline
- Education
- Year
- 2008
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Banks, Tiffini
Subjects
dc:subject × 2Identifiers
dc:identifier.*- Repository record dc:identifier
- https://scholar.dominican.edu/education-print-theses/327
- OAI identifier oai:identifier
- oai:scholar.dominican.edu:education-print-theses-1326