Conceptualizing Change: A proposed Shift in Global Discourse Surrounding Disability in Language Teaching

Rosa Dene David; Caroline Torres

doi:10.5294/laclil.2020.13.1.1

Autores/as

Rosa Dene David Autor/a Universidad de La Sabana http://orcid.org/0000-0003-3476-2719
Caroline Torres Autor/a Kapi'olani Community College http://orcid.org/0000-0002-0093-7552

DOI:

https://doi.org/10.5294/laclil.2020.13.1.1

Palabras clave:

Discapacidades, dificultades de aprendizaje, aprendizaje del inglés, enseñando inglés, educación inclusiva, acceso a la educación, educación para necesidades especiales, educación universal.

Resumen

Conceptualización del cambio: una propuesta de cambio en el discurso global en torno a la discapacidad en la enseñanza de idiomas

Conceptualização da mudança: uma proposta de mudança no discurso global em torno da deficiência no ensino de línguas

Este editorial propone un cambio conceptual e instructivo en torno a la educación de los estudiantes de inglés con discapacidades. Las personas con discapacidades son el grupo minoritario más grande del mundo. No obstante, en muchos salones de clase alrededor del mundo, frecuentemente, carecen de las oportunidades y el apoyo necesarios para ser exitosos. Esto es especialmente aparente en las aulas de Enseñanza del Inglés como Segunda Lengua o como Lengua Extranjera, donde los estudiantes con discapacidades requieren, primero, ser incluidos y, después, recibir apoyos estructurados y sistemáticos para alcanzar el éxito. Nosotros sugerimos que un cambio inicial en la forma en que pensamos acerca de la discapacidad es un primer paso necesario. Entonces esto puede ser respaldado a través del uso Diseño Universal para el Aprendizaje como un marco para reducir las barreras en la instrucción e incrementar el acceso y el éxito de los estudiantes de inglés. Este editorial también introduce cinco artículos que apuntan a ampliar el discurso y entendimiento de cómo se puede apoyar a individuos con discapacidades que se hallan aprendiendo inglés a través de los países y contextos.

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

David, R. D. & Torres, C. (2020). Conceptualizing change: A proposed shift in global discourse surrounding disability in language teaching. Latin American Journal of Content & Language Integrated Learning, 13(1), 9-25. https://doi.org/10.5294/laclil.2020.13.1.1

Published: 28/08/2020

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Biografía del autor/a

Rosa Dene David, Universidad de La Sabana

Rosa Dene David is an English Professor in the Department of Foreign Languages and Cultures at Universidad de La Sabana. Rosa has worked in a wide variety of teaching contexts and has supported students and teachers from various language and cultural backgrounds. She holds a Master of Arts in Teaching English to Speakers of Other Languages from Portland State University. Additionally, Rosa has a Bachelor of Arts in four areas: International Studies with an emphasis on Latin America, Political Science with a focus on American Law, Social Science that looks at Conflict Resolution and border issues, and Liberal Arts in International Economics. Rosa has served as an English Language Fellow for the U.S. Department of State’s English Language Programs in Mexico. Her research areas include supporting students with learning differences in the foreign language classroom, World Englishes, critical pedagogies, rural communities, English as an International Language, teacher and student identity, and intercultural communication.

Caroline Torres, Kapi'olani Community College

Caroline Torres is an assistant professor at Kapi‘olani Community College, teaching Second Language Teaching and TESOL classes to pre-service and in-service teachers in addition to Writing to non-native speakers of English. She also provides professional development on supporting English learners and culturally and linguistically diverse students to K-12 teachers. She has worked in schools across the Hawaiian islands and in Japan. Her research interests include culturally and linguistically diverse (CLD) students, including ELLs and CLD students with disabilities, Universal Design for Learning, Evidence-Based Practices, grit and growth mindset, and writing instruction, including Self-regulated Strategy Development.

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