Unit:
Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Education
Author:
Karagianni Theodora
Supervisors info:
Καλλιρρόη Παπαδοπούλου, Επίκουρη καθηγήτρια, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, Τμήμα ΤΕΑΠΗ
Original Title:
Αντιλήψεις και εμπειρίες ανάπηρων σπουδαστών από τη διδασκαλία και την εκμάθηση της αγγλικής γλώσσας
Translated title:
Disabled students' views and experiences on English language teaching and learning
Summary:
Financial and social factors coupled with personal motives may play a significant role in disabled adults’ decision to continue their studies and, specifically, their English language courses. Both the disabled students and their families expect equal participation in the educational process, as is the case with non-disabled students.
The purpose of this study is to explore and compare the views and experiences of adult disabled students on English language teaching and learning in the educational context they studied as children, and the current one, where they study as adults. Thus, the semi-structured individual interview was considered as the most appropriate research tool to be used for the ten participants of this study, four of whom have been diagnosed with learning disabilities while the rest have a range of disabilities. The method of content analysis was applied in order to analyze the data collected during the interviews.
The findings of the research showed that the motivation that drives people with disabilities to continue their studies is mainly the ability to communicate with native and non-native English speakers upon completion of the course, better career prospects and personal satisfaction. As far as the disabled students’ expectations are concerned, their aim is to earn an official certification after attending classes in foreign language learning centers. Finally, through the disabled students’ narratives, it appears that for the majority of the sample the experience of English language lessons during childhood was unpleasant, as opposed to their experience today which could be characterized as a pleasant process, despite any challenges.
Main subject category:
Education - Sport science
Keywords:
English language teaching, English language learning, disability, learning disabilities, inclusion
Number of references:
139
File:
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ΚΑΡΑΓΙΑΝΝΗ.pdf
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File access is restricted only to the intranet of UoA.
