Book announced at https://linguistlist.org/issues/34.3160

AUTHOR: Judit Kormos
AUTHOR: Anne Margaret Smith
TITLE: Teaching Languages to Students with Specific Learning Differences
SUBTITLE: 2nd Edition
SERIES TITLE: MM Textbooks
PUBLISHER: Multilingual Matters
YEAR: 2023

REVIEWER: Jose Manuel Pagan Rodriguez

SUMMARY

Kormos and Smith’s new book consists of a preface and eight chapters in which the authors explore different key components of the process of learning and teaching additional languages to students with specific learning differences (SpLDs). The Preface specifies the pedagogical character of the book. The aim is to “help language teachers to work effectively and successfully with students who have SpLDs” (p. 9). After the Preface, Chapter 1 begins with an historical overview of the evolution of thinking about disabilities in education, starting with medical and legal discourses in both the 19th and 20th centuries and moving onto the current mantra of “No problems, only diversity” (p. 4). This final inclusive discourse sets a frame for the chapters of the book focused on teaching methods, techniques, and assessments. Chapter 2 provides “a review of the most important scientific debates around the definitions of SpLDs to continue with an overview of recent classifications of SpLDs” (p. 17). After giving a definition of SpLDs, Chapter 2 describes attention deficit and hyperactivity disorder (ADHD) and autism disorders (ASD). Chapter 3 moves towards the impact of SpLDs in the process of learning additional languages. To be more specific, this chapter focuses on the cognitive and emotional aspects of language learning. Chapter 4 discusses different indicators that may alert teachers to the presence of SpLDs, as well as “a general overview of the assessment process that learners may go through, so that teachers can be prepared to support them when necessary” (p. 70).

Chapters 5, 6, and 7 constitute the practical part of the book. These three chapters focus on inclusive language teaching, including specific teaching techniques and assessments of language learners with SpLDs. Chapter 5 tackles different teacher behaviors that can have a positive impact on the students with SpLDs to help them “to develop autonomy and self-regulation in their learning” (p. 89). This chapter discusses different classroom management issues like (among others) furniture position, instructions for assignments, and how to introduce additional technology to enhance the learning experience. Chapter 6 discusses specific techniques for inclusive language teaching (p. 113). This chapter introduces the reader to the multi-sensory teaching method developed by Sparks et al. (1992). The authors also discuss key concepts in language assessment that are specifically relevant for students with SpLDs, such as dynamic assessment, among others (p. 118). They also elaborate on teaching pronunciation, spelling, vocabulary, and grammar to help students to develop communicative competence in the target language in the traditional four skills (reading, listening, writing, and speaking). The focus of Chapter 7 is on the “assessment of the language skills of language learners with SpLDs” (p. 143). In this essential chapter the authors overview the concepts of validity and reliability as well as elaborating on accommodations and designing language assessment tasks. To conclude, Chapter 8 discusses different strategies that families, language teachers, and institutions can employ to help students with SpLDs to progress successfully within the educational system and in their transition to joining the workforce.

EVALUATION

This book aims to provide language educators with a clear guide to support students with SpLDs. To fulfill the book’s pedagogical purpose, the authors include a summary of key points and activities at the end of each chapter. The goal of these summaries and activities is to help the reader to reflect on those concepts that each chapter tackles. In addition to this and to further the book’s pedagogical goals, the authors include in all chapters several tables, diagrams, and figures that effectively summarize information and offer a visual perspective on key components. This is particularly useful in Chapter 3 when the authors use graphics (pp. 48 and 53) to summarize research on the impact of SpLDs in different components of language learning. Particularly relevant for providing qualitative data on the impact of SpLDs in Chapter 3 are the testimonies of different interviewees who participated in different research studies (pp. 56, 61, and 62). The book aims to reach a broad audience of practitioners who might not have extensive knowledge on SpLDs. Thus, the book approaches key theoretical concepts in all its chapters, but especially in Chapters 1 through 4, using accessible language rather than technical jargon. At the same time, as noted in the book’s extensive bibliography, all chapters are grounded in current research as well as in classic relevant studies. At the end of each chapter, the authors provide the reader with a further reading section. The book also contains two appendices with an “example format for a screening interview” (p. 185) and an “example of a classroom activity to raise awareness of an SpLD” (p. 187).

Chapters 5, 6, and 7 provide language educators with clear guidance on teaching methods and strategies to enhance the language learning experience of students with SpLDs, as well as to facilitate valid and reliable language assessment procedures. The most salient characteristic of these chapters is that they move from general to more specific contexts and concepts. This serves the book’s goal by reinforcing its pedagogical orientation. It is also important to note that Chapter 5 focuses mainly on those aspects of the in-class experience that language teachers can manipulate to enhance the learning experience. Chapter 6 is the most relevant chapter of the book because it helps language educators by offering a specific teaching method that serves as a frame for the teaching techniques that the authors discuss. It is important to note here that the authors focus on teaching the four skills approach to introduce teaching techniques for grammar, vocabulary, spelling, and pronunciation.

Chapter 7 focuses on assessment procedures to measure the language learning processes of students with SpLDs. It is essential in this chapter that the authors introduce the reader to essential concepts in language assessment, such as validity, reliability, and dynamic assessment. Especially important for language teachers is clear guidance not only in analyzing, but also in selecting appropriate accommodations for testing the students. Finally, by supplying rubrics and additional questions to reflect on language assessment tasks (pp. 159–60), Chapter 7 offers great insight on the entire language learning assessment cycle. This prepares the reader to select and design language assessment tasks for students with SpLDs. Even considering that the book aims for a broad audience, one criticism of this book is that it would be beneficial to begin the discussion of teaching methodology and specific techniques with Chapter 7. This is because a significant number of language educators are currently following the “backwards design” (educators prepare daily lessons and implement pedagogical techniques after having established unit goals and language assessment tasks). It would be enriching to know the author’s perspective about this trendy approach to second language teaching. Chapter 8 might not seem strictly connected to the rest of the book. However, it deserves special mention because it raises awareness of the role that language teachers play in equipping students with resources that can facilitate their access and success in higher education and ultimately in finding jobs.

In conclusion, the book Teaching languages to students with specific learning differences by Kormos and Smith is a great resource for a broad audience of language practitioners to learn and reflect on teaching students with specific learning differences. The first four chapters offer a research-based, solid theoretical foundation about specific learning differences. Chapters 5 through 8 focus on practical key issues such as specific teaching methods and techniques, and they provide useful insight on language assessments and students’ advancement into the educational system and their transition to the workforce. The book fulfills its pedagogical purpose by providing readers with a summary of key points and questions at the end of each chapter. These resources, in combination with an extensive bibliography, make the book a great resource for language practitioners and everyone interested in learning about the role of specific learning differences in teaching and language learning processes.

REFERENCES

Sparks, R., Ganschow, L., Pohlman, J., Skinner, S. and és Artzer, M. (1992) The effects of a multisensory, structured language approach on the native and foreign language aptitude skills of at-risk foreign language learners. Annals of Dyslexia 42, 25-53. https://doi.org/10.1007/BF02654937

ABOUT THE REVIEWER

Jose Manuel Pagán Rodríguez is a Spanish Applied Instructor in the School of Languages and Literatures at the University of Tulsa (Oklahoma, United States of America). Jose Manuel holds 2 MAs, one in teaching Spanish to speakers of other languages from Universidad de Navarra (Spain) and another in teaching Spanish and English as second languages from The University of Southern Mississippi (U.S.). His current work entails syllabus and course design and development at all levels of proficiency, as well as teaching language courses. Jose Manuel’s current research interests include the broader aspects of second-language instruction and acquisition and second- and foreign-language pedagogy.