An Exploration of EFL Teachers’ Experience with Learning Disability Training

Jimalee Sowell; Larry Sugisaki

doi:10.5294/laclil.2020.13.1.7

Autores/as

Jimalee Sowell Autor/a Indiana University of Pennsylvania http://orcid.org/0000-0003-3798-7235
Larry Sugisaki Autor/a Indiana University of Pennsylvania http://orcid.org/0000-0002-9236-245X

DOI:

https://doi.org/10.5294/laclil.2020.13.1.7

Palabras clave:

Docente, docente de inglés como lengua extranjera, ILE, inglés como lengua extranjera, dificultad en el aprendizaje, identificación de dificultad en el aprendizaje, adaptación de dificultad en el aprendizaje.

Resumen

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

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.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

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

Received: 26/09/2019

Accepted: 18/02/2020

Published: 28/08/2020

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Biografía del autor/a

Jimalee Sowell, Indiana University of Pennsylvania

Jimalee Sowell is a Ph.D. candidate in the English department at the Indiana University of Pennsylvania. Her research interests include teaching writing in large, multilevel classes, teacher identity, learning disabilities, and teacher education.

Larry Sugisaki, Indiana University of Pennsylvania

Larry Sugisaki is a temporary faculty member in the English department at the Indiana University of Pennsylvania. His research interests include disability and writing center studies, as well as multilingual speaker identity construction and translingualism.

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