Speaking the Right Language: DSS and Foreign Language ...

Speaking the Right Language: DSS and Foreign Language ...

Speaking the Right Language: DSS and Foreign Language Requirements Jack Tramm ell, Ph.D. Randolph-M acon Colleg e In this session 0 Substitution pros and

cons: A case study at RMC 0 Additional DSS accommodations to consider 0 Universal Design: what could it look like? Randolph-Macon College 0 Requires 111-112, 211- 212 or proficiency at

the intermediate level 0 NO waiver ever, period. 0 Substitutions have been allowed, however 0 FLET courses meet most basic elements of the FL curricular objectives The results Over a ten year period, considering more than 200 students with language related disabilities:

082% who received FLS graduated 062% of all R-MC students with disabilities graduated in the same period 056% of all other students graduated Yay! FLS works, right? Wait! Not so fast

0 Correlation does not equal causation 0 Students who received FLS were generally more proactive in seeking help and possibly different in other ways 0 There is a strong incentive to find something wrong with a student when they struggle 0 There was no statistical difference in WAIS scores between FLS and non-FLS which leads some to question stability of diagnosis or assignment of accommodation

AND There are still critics who say with some justification that FLETs or substitutions inevitably compromise core curricular learning objectives in this area (Speaking is still Speaking, right???)

But, none-the-less 0 At R-MC, substitution is still considered appropriate for a dozen to a dozen and a half students per year 0 Innovations like allowing ASL 101 can now count for substitution

0 The FL Department agrees with policy But lets say you dont substitute Is there more than the standard list of: 0 Extra time on tests 0 Testing in a distraction free environment 0 Help with notes

0 Tape recording lectures 0 No penalty for spelling 0 Word processing tests Other options to consider 0 Splitting the oral and written parts of the exam into 2 distinctly separate sessions (FL faculty usually see the logic of this) 0 Enhanced peer tutoring from the academic center (train the tutors)

0 Consider pass/fail options that wont impact GPA, or similar learning contracts that reward students for learning some of the language 0 Provide transcripts of class for students 0 Smaller class sizes!! 0 See handout for other ideas (not necessarily accommodations) Ultimately, the FL requirement must evolve: 0 Math has developmental

education and supplemental instruction 0 English has remediation 0 Sciences increasingly use adaptive pedagogies 0 Social sciences often flip What would a more universally designed FL experience look like??

0 Will be taught with side by side English analogs (you know what FL faculty will say, but) 0 Will be adapted more completely through technology (RWG reads with an accent!) 0 Will allow students to utilize different learning styles, as well as different outputs for assessment (this is what SPED and GT does) 0 Would allow for more direct experiences, to supplement or count for traditional pedagogy

Is this all pie in the sky? 0 DSS offices often hold the key to educating faculty, or lobbying for changes to routines and requirements 0 DSS professionals have access to critical learning information about students that inform accommodation decisions 0 DSS offices should regularly

assess student outcomes and react accordingly Dont bite me Jack Trammell [email protected] (804) 752-7343 POB 5005 Ashland, VA 23005

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