35.1313, Review: Teaching Languages to Students with Specific Learning Differences: Kormos and Smith (2023)

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LINGUIST List: Vol-35-1313. Wed Apr 24 2024. ISSN: 1069 - 4875.

Subject: 35.1313, Review: Teaching Languages to Students with Specific Learning Differences: Kormos and Smith (2023)

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Date: 24-Apr-2024
From: Jose Manuel Pagan Rodriguez [jmpagan1991 at gmail.com]
Subject: Applied Linguistics: Kormos and Smith (2023)


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.



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