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An Exploration of EFL Teachers’ Experience with Learning Disability Training
Exploración de la experiencia de los profesores de inglés como lengua extranjera con formación en dificultades de aprendizaje;
Exploração da experiência dos professores de inglês como língua estrangeira com treinamento em dificuldades de aprendizagem
dc.contributor.author | Sowell, Jimalee | |
dc.contributor.author | Sugisaki, Larry | |
dc.date.accessioned | 11/12/2020 7:57 | |
dc.date.available | 11/12/2020 7:57 | |
dc.date.issued | 2020-08-28 | |
dc.identifier.citation | Sowell, J. & Sugisaki, L. (2020). An exploration of EFL teachers’ experience with learning disability training. Latin American Journal of Content & Language Integrated Learning, 13(1), 114-134. https://doi.org/10.5294/laclil.2020.13.1.7 | es_CO |
dc.identifier.issn | 2011-6721 | |
dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12109 | |
dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12109/pdf | |
dc.identifier.uri | http://hdl.handle.net/10818/44176 | |
dc.description | 21 páginas | es_CO |
dc.description.abstract | Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently. | en |
dc.description.abstract | Aproximadamente el diez por ciento de los estudiantes tienen algún tipo de dificultad de aprendizaje. Esto significa que todos los instructores de inglés encontrarán estudiantes con dificultades de aprendizaje y podrían encontrar estudiantes con dificultades de aprendizaje en cada clase. Los estudios demuestran que los diferentes países tienen diversos grados de infraestructura para identificar y adaptarse a las dificultades del aprendizaje. Sin embargo, son pocos los estudios realizados sobre el grado en que los profesores de inglés en contextos de inglés como lengua extranjera (EFL) han recibido entrenamiento sobre las dificultades de aprendizaje. Este estudio tenía tres objetivos: en primer lugar, identificar si los participantes del estudio, todos los cuales eran profesores de EFL, habían recibido entrenamiento para identificar y adaptarse a los estudiantes con dificultades de aprendizaje; en segundo lugar, entre los profesores que habían recibido entrenamiento, saber específicamente qué tipos de entrenamiento habían recibido; y, finalmente, saber si dicho entrenamiento les había ayudado a estos profesores a desarrollar la competencia para ayudar a los estudiantes con dificultades de aprendizaje. Los datos se recopilaron a través de una encuesta de maestros de inglés como lengua extranjera, pasados y actuales. En términos generales, los hallazgos revelaron que la mayoría de los profesores de inglés encuestados tenían poco o ningún entrenamiento para adaptarse a las dificultades de aprendizaje, y la mayoría indicó que no se sentían seguros al ayudar a los estudiantes con dificultades de aprendizaje. Entre las recomendaciones de este estudio están generar una mayor conciencia para identificar y adaptarse a las discapacidades de aprendizaje en contextos de EFL entre administradores y maestros, así como sugerencias para que los maestros de EFL mejoren su conocimiento de las dificultades de aprendizaje de forma independiente | es_CO |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.relation.ispartofseries | Latin American Journal of Content & Language Integrated Learning, 13(1), 114-134 | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | instname:Universidad de La Sabana | es_CO |
dc.source | reponame:Repositorio Institucional de la Universidad de La Sabana | es_CO |
dc.subject.other | EFL teachers | eng |
dc.subject.other | Learning disabilities | eng |
dc.subject.other | Learning disability training | eng |
dc.subject.other | Learning disability identification | eng |
dc.subject.other | Learning disability accommodation | eng |
dc.title | An Exploration of EFL Teachers’ Experience with Learning Disability Training | en |
dc.title | Exploración de la experiencia de los profesores de inglés como lengua extranjera con formación en dificultades de aprendizaje | es_CO |
dc.title | Exploração da experiência dos professores de inglês como língua estrangeira com treinamento em dificuldades de aprendizagem | es_CO |
dc.type | journal article | es_CO |
dc.publisher.department | Dirección de Publicaciones | es_CO |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | openAccess | |
dc.identifier.doi | 10.5294/laclil.2020.13.1.7 | |
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