Teach Modern Foreign Language to SEN students

Introduction

The objective of this assignment is to understand pupils who have Special Educational Needs

(SEN) focusing only within the Modern Foreign Languages (MFL) department.

The definition of SEN which is most used is taken from the Equality Act of 2010 , a person is

considered as disabled if they have ‘a physical or mental impairment which has an effect on their

normal day to day activities’. Also, the Special Educational Needs and disability Code of Practice

(2014) mentions that teachers including foreign languages teachers have an important role to play

in the identification of pupils with SEN and to support all their needs. However, what are the

most effective ways to teach MFL to pupils with SEN? To research this question, I am going to

analyze through literature firstly, arguments for and against teaching foreign languages to pupils

with SEN , then, this will be followed by my own research and teaching experience about one

specific SEN pupil. And finally, I will discuss my own approach.

I) REVIEW OF LITERATURE

A. Why not teach MFL to students with SEN ?

The question of why foreign languages should be taught to SEN is a source of dilemma in

literature. Generally, the National Curriculum (2013) emphasize the importance of access to the

National Curriculum for all children.

There are many reasons as to why children with SEN do not need to study languages. Hodgson et

al (1984, p. 54) give many SEN ’s situations who do not have any languages lessons in their

timetable. They explain that this kind of timetable will allow them to have more free time to work

on other subject as for example, they can have time ’ to catch up on other subjects” . Besides, the

experience of learning another languages like Spanish or French may lead a child struggling with

English spelling. There are some words which have a transparent orthography as for example

marriage in English and mariage in French. Also, the other main issue is that languages are not a

core lesson like science or maths. Thus, what is the point to teach languages when children with

SEN have not yet mastered basic level in spelling/reading in English ? Beveridge (2004, p.10)

also gives some opinions of parents who do not see at all the point to learn a language for their

children. For example, they said that the fact of learning a language « will just make the spelling

worse » or the fact that a pupil takes time to listen « will enable them to follow a foreign

language ». All these arguments to not teach foreign languages to SEN pupils are quite positive in

the viewpoints of parents only. However, there are also some positive and good reasons to teach

languages to SEN children.

A. Why to teach MFL to students with SEN ?

To all these counter-arguments of not teaching foreign languages to SEN children, Beveridge

(1999) explains that ‘no area of the curriculum should automatically be regarded as being of little

relevance to a pupil with particular special educational needs” . Garner & Davies (2001, p.22)

also share this idea and say that « children with SEN should be offered full access to a broad,

balanced and relevant education. » Beveridge explains (2004, p. 10) that learning languages

allows pupils to develop their self-esteem first. For example, in languages, children have the

opportunity to express themselves in writing or speaking skills which allow them to increase

their confidence and their independence. Besides, MFL lessons encourage them to communicate

in a foreign language and also ‘to encourage positive attitudes towards different cultures’ in order

to establish links with other European countries for example. As Stevens and Marsh (2005, p.

113) explain clearly that the learning of a foreign language « touches not only upon social

interaction, but also personal development and creative exploration, as well as intellectual and

skills development ”.

Therefore, what is important to notice is that all teachers are responsible for the children whom

they teach. It is true that learning a foreign language is quite a challenge for SEN pupils.

However, it is for them a great opportunity because it makes them aware that differences and

diversity are not a threat to live as a community but in the contrary it is an asset.

I) RESEARCH DESIGN

In order to elaborate my case study, I decided to focus on a pupil in Y7 Spanish for the two next

lessons. The pupil X has a Moderate Learning Difficulties (MLD).

This term means pupils who find difficult « to achieve expected levels of attainment across the

curriculum, even with a differentiated approach » (Sally, 2004, p.30).

Before starting to plan a lesson, it is important to identify first the need of X , discuss it with the

SENCO and then to anticipate his barriers to learning.

1. Interview with the SENCO - Identifying need

According

...