Multidimensional networks for functional diversity in higher education: the case of second language education
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Título
Multidimensional networks for functional diversity in higher education: the case of second language educationAutoría
Fecha de publicación
2019Editor
Christine SavvidouISBN
978-1-78985-242-4; 978-1-83968-340-4Cita bibliográfica
CAMPOY-CUBILLO, Mari Carmen. Multidimensional networks for functional diversity in higher education: The case of second language education. Second language acquisition-Pedagogies, practices and perspectives, 2019, p. 4-21.Tipo de documento
info:eu-repo/semantics/bookPartVersión de la editorial
https://www.intechopen.com/books/second-language-acquisition-pedagogies-practice ...Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
This chapter provides a theoretical approach to the multidimensional
relationship of the student with functional diversity (Romañach and Lobato, 2005)
with his/her own educational and sociocultural context. Inclusion ... [+]
This chapter provides a theoretical approach to the multidimensional
relationship of the student with functional diversity (Romañach and Lobato, 2005)
with his/her own educational and sociocultural context. Inclusion is key issue in a
foreign language classroom where the ability to communicate is of paramount
importance. Students with different special needs are bound to find challenges in
those language skills that pose problems related to their functional diversity. In
order to address these challenges, higher education institutions need to organize
multidimensional networks that pay attention to the different stages, events and
situations of the educational process. Furthermore, the ability to communicate that
students develop in the foreign language classroom may become an instrumental
competence that will become useful for other subjects as well as to respond to daily
life challenges. The theoretical model proposed here acknowledges that there are
two paradigms that coalesce into a defined educational model.
On the one hand, the syntagmatic paradigm ensures that subjects offered in the
educational programs are designed bearing in mind the needs of students with
functional diversity, and are flexible enough to accommodate those needs. This
paradigm pays attention to accessibility criteria, both related to space and content.
It deals with students and the needs they have regarding specific skills and
competences in a particular course of study (for instance, English Studies). On the
other hand, the organizational paradigm relates the needs of the students and their
teachers to institutional services and protocols, such as diversity support units,
teacher training, assessment protocols, tutors or learning support provided by
advisors, among others. [-]
Publicado en
Second Language Acquisition - Pedagogies, Practices and PerspectivesEntidad financiadora
Universitat Jaume I
Código del proyecto o subvención
3254/16 and 3620/18
Derechos de acceso
info:eu-repo/semantics/openAccess
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