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Proposes an explicit case for systemic change in how foreign language education treats students with developmental disabilities
This book documents the first empirical studies of foreign language acquisition among elementary-aged children with Down syndrome, examining both Spanish vocabulary acquisition and participation during a six-week intervention at a community-based Down syndrome center.
The findings demonstrate that children with Down syndrome – including those with a comorbid diagnosis of autism spectrum disorder – are capable of acquiring a foreign language, challenging the widespread assumption that such learning is beyond their reach or detrimental to their development. Situating these findings within the broader landscape of inclusion, the book argues that children with Down syndrome are systematically and unjustifiably excluded from foreign language education.
It concludes with practical guidelines for foreign language teachers, administrators, and parents, offering both an evidence base and a pedagogical model for inclusive foreign language instruction that extends beyond Down syndrome to benefit learners with a range of disabilities.
Emily A. Ibrahim is Adjunct Professor of Christian Teaching at The Southern Baptist Theological Seminary, USA, and Founder and Educational Consultant of Forward Abilities, LLC. She has 11 years of experience as a Spanish teacher and provides training for world language teachers on inclusive practices for students with disabilities. She is the author and illustrator of three readers for novice language learners.
Preface
Chapter 1. Introduction
Chapter 2. Language Development & Learning in DS
Chapter 3: The Study
Chapter 4. The Results
Chapter 5. Participants with ASD
Chapter 6. FL Learning in the Inclusive Context
Chapter 7. Guidelines for FL Teachers
Chapter 8. Conclusion