An Investigation of the Teachers’ Views on the Challenges for Students with Speech and Language Disorder in the Foreign Language Learning Process
Özet
This study aims to investigate the difficulties faced by students with speech and language disorders in their foreign language learning processes from the perspective of teachers. In this study, Phenomenology Design, one of the qualitative research designs, was used. The data of this study were obtained through a semi-structured interview form developed by the researchers. The analysis of data utilized in this research was analyzed by descriptive analysis method. The participants are 8 English teachers who teach English to students diagnosed with speech and language disorders. The study revealed that students' academic motivation and class participation are negatively influenced by low self-confidence, fear of peer bullying, and insufficient family support, highlighting the need for additional help with homework and language skills. While students showed high motivation for language learning, shyness limited their participation, which teachers could address through individualized education and audiovisual tools. Small group activities and a supportive environment enhanced students' comfort and engagement. Current assessment methods were deemed unsuitable, necessitating alternative approaches focused on fostering a love for the language rather than achieving success. Additionally, teachers expressed a need for more training and support in working with students requiring special education.
Referanslar
American Speech-Language-Hearing Association. (2007). The scope of practice in speech-language pathology. Retrieved from https://www.asha.org
Ateş, E., Sarı, H., & Balcı, M. (2024). Teachers’ perspectives on the classroom participation of students with speech and language disorders. Pearson Journal, 8(28), 1388–1402.
Büyüköztürk, Ş. (2018). Handbook of data analysis for social sciences. Ankara: Pegem Akademi.
Çiyiltepe, M. (2005). Language and concept development. In S. Topbaş (Ed.), Language and concept development. Ankara: Kök Publishing.
Maviş, İ. (2011). Students with speech and language disorders. In İ.H. Diken (Ed.), Students with special needs in education and special education (4th ed.,). Ankara: Pegem Akademi.
McLeod, S., & McKinnon, D. H. (2007). Prevalence of communication disorders compared with other learning needs in 14,500 primary and secondary school students. International Journal of Language and Communication Disorders, 42(1), 37–59.
Ministry of National Education. (2018). Special education services regulation. Retrieved from https://orgm.meb.gov.tr/meb
Mirici, İ. H. (2001). Teaching foreign languages to children. Ankara: Gazi Publishing.
Sadler, J. (2005). Knowledge, attitudes, and beliefs of mainstream teachers of children with a preschool speech/language impairment diagnosis. Child Language Teaching and Therapy, 21(2), 147–163.
Tanrıdağ, O. (2009). Speech and language disorders in neurological practice. Turkish Journal of Neurology, 15, 155–160.
Togram, B., & Maviş, İ. (2009). Evaluation of attitudes and knowledge of parents, teachers, and speech-language therapists about speech and language disorders in children. Ankara University Faculty of Educational Sciences Journal of Special Education, 10(1), 71–85.
Topbaş, S. (2007). Communication-language-speech connection in the evolution process of spoken language, language, and concept development. In S. Topbaş (Ed.), Language and concept development. Ankara: Kök Publishing.
Uysal-Aydın, A., & Tura, G. (2018). An evaluation of prospective teachers’ attitudes and knowledge about speech and language disorders in children. Kocaeli University Journal of Education, 1(1), 13–22.
Yıldırım, A., & Şimşek, H. (2021). Qualitative research methods in social sciences (12th ed.). Ankara: Seçkin Publishing.
Referanslar
American Speech-Language-Hearing Association. (2007). The scope of practice in speech-language pathology. Retrieved from https://www.asha.org
Ateş, E., Sarı, H., & Balcı, M. (2024). Teachers’ perspectives on the classroom participation of students with speech and language disorders. Pearson Journal, 8(28), 1388–1402.
Büyüköztürk, Ş. (2018). Handbook of data analysis for social sciences. Ankara: Pegem Akademi.
Çiyiltepe, M. (2005). Language and concept development. In S. Topbaş (Ed.), Language and concept development. Ankara: Kök Publishing.
Maviş, İ. (2011). Students with speech and language disorders. In İ.H. Diken (Ed.), Students with special needs in education and special education (4th ed.,). Ankara: Pegem Akademi.
McLeod, S., & McKinnon, D. H. (2007). Prevalence of communication disorders compared with other learning needs in 14,500 primary and secondary school students. International Journal of Language and Communication Disorders, 42(1), 37–59.
Ministry of National Education. (2018). Special education services regulation. Retrieved from https://orgm.meb.gov.tr/meb
Mirici, İ. H. (2001). Teaching foreign languages to children. Ankara: Gazi Publishing.
Sadler, J. (2005). Knowledge, attitudes, and beliefs of mainstream teachers of children with a preschool speech/language impairment diagnosis. Child Language Teaching and Therapy, 21(2), 147–163.
Tanrıdağ, O. (2009). Speech and language disorders in neurological practice. Turkish Journal of Neurology, 15, 155–160.
Togram, B., & Maviş, İ. (2009). Evaluation of attitudes and knowledge of parents, teachers, and speech-language therapists about speech and language disorders in children. Ankara University Faculty of Educational Sciences Journal of Special Education, 10(1), 71–85.
Topbaş, S. (2007). Communication-language-speech connection in the evolution process of spoken language, language, and concept development. In S. Topbaş (Ed.), Language and concept development. Ankara: Kök Publishing.
Uysal-Aydın, A., & Tura, G. (2018). An evaluation of prospective teachers’ attitudes and knowledge about speech and language disorders in children. Kocaeli University Journal of Education, 1(1), 13–22.
Yıldırım, A., & Şimşek, H. (2021). Qualitative research methods in social sciences (12th ed.). Ankara: Seçkin Publishing.
