Inclusive Language Education and Digital Technology

This edited book brings together chapters which collectively address issues relating to inclusive language education and technology. It links a theoretical background to policy in Europe, and uses theory to inform practical ideas and strategies for practising and aspiring language teachers and those in support roles.

This volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practising and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners.

Introduction: Elina Vilar Beltrán, Chris Abbott and Jane Jones

Chapter 1. Jane Jones: Modern Foreign Languages as an inclusive learning opportunity: changing policies, practices and identities in the languages classroom

Chapter 2. Chris Abbott: Technology uses and language – a personal view

Chapter 3. David Wilson: Meeting special educational needs in technology-enhanced language teaching: learning from the past, working for the future

Chapter 4. Elina Vilar Beltrán and Auxiliadora Sales Ciges: The 21st century languages classroom – the teacher perspective

Chapter 5. Ewa Domagała-Zyśk: Using technology to teaching English as a Foreign Language to the Deaf and Hard of Hearing

Chapter 6. Lynne Meiring and Nigel Norman: ICT- an instrument for developing inclusive practice in the training of Modern Languages teachers

Chapter 7. Margaret Crombie: Foreign languages for learners with dyslexia - inclusive practice and technology

Chapter 8. John Connor: Creative engagement and inclusion in the MFL classroom

Chapter 9. Andreas Jeitler and Mark Wassermann: Conflicts between real-time resources and the storage of digitized materials: issues of copyright

Conclusion: Elina Vilar Beltrán, Chris Abbott and Jane Jones