The increased demand of including diverse learners in classroom challenges whether the instructor could incorporate diverse learning needs in the learning design (Algozzine et al., 2009). For French learning, we will satisfy the needs of diverse learners in creating an inclusive learning design.
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English language learner (ELL):
Considering English language learner’s needs becomes a necessity as instructors find the increased presence of ELLs in their classes (Lucas et al., 2008). Though instructors will teach the class in French, the inevitable use of English will be implemented to clarify any possible confusion. Instructors will use basic English that is comprehensible to ELLs.
Besides, instructors will deliver learning materials on the course website before the class, which gives students adequate time to repeatedly access course resources and prepare in advance (Dina & Ciornei, 2013). Recordings will be uploaded after each class, and instructors will leave discussion time for students who have confusion and misunderstandings.
A person who does not have access to a computer at home, but has a mobile phone with a data plan:
We will create a course website for students to access, which is available on both laptops and smartphones. Considering students may have trouble in computer usage, we set corresponding plans such as delivering paper-copy of learning materials and textbooks to assist. In terms of achieving desired learning outcomes, communication strengthens the comprehension in the learning process, while interaction actively enhances a student’s motivation to acquire knowledge (Rabab’Ah, 2015). Most class activities will be completed in cooperation and interaction with classmates, which means less use of electronic devices, and the only activity needed to complete on apps is the extra dubbing exercises, which is applied to smartphones.
Recognition of diverse learners is essential in creating an inclusive course design. We acknowledge that teaching challenges exist since learning competence and habits vary from individuals (Bowerman & Duncan, 2005). Our learning design strives to meet every student’s learning needs; if not, we are willing to accept any feedback and reflection from students and peers.
Reference:
Algozzine, R., Campbell, P., 1942, & Wang, A., 1956. (2009). 63 tactics for teaching diverse learners, K-6. Thousand Oaks, Calif: Corwin Press.
Bowerman, M., & Duncan, S. (2005). Technology for All. T H E Journal, 32(10), 20–24.
Dina, A., & Ciornei, S. (2013). The Advantages and Disadvantages of Computer Assisted Language Learning and Teaching for Foreign Languages. Procedia – Social and Behavioral Sciences, 76, 248-252. doi:10.1016/j.sbspro.2013.04.107
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education, 59(4), 361–373. https://doi.org/10.1177/0022487108322110
Rabab’Ah, G. (2015). The Effect of Communication Strategy Training on the Development of EFL Learners’ Strategic Competence and Oral Communicative Ability. Journal of Psycholinguistic Research, 45(3), 625-651. doi:10.1007/s10936-015-9365-3