The Languaculture of Inclusive Practice in World Language Education

• In Event: 53.048 - Cultural Clashes in Teacher Preparation: Languaging in Interdisciplinary Collaboration

Abstract

Learning a world language has been identified as an essential skill (Partnership for 21st Century Skills, 2011). However, research demonstrates students receiving special education services are afforded fewer opportunities to participate in world language learning (Wight, 2015), despite the fact that research on language learning disabilities has refuted the predominant myths related to a language learning disability (Sparks, 2016). In special education, the emphasis on traditional/core content areas has resulted in de-emphasis of world language learning (Kleinert, Cloyd, Rego, & Gibson, 2007). From the perspective of teacher practice, the review of literature revealed gaps in inclusive practices in world language instruction. In an effort to enhance pre-service teachers’ ability to meet the needs of all students, we have aligned the principles of integrated performance assessment (Author, XXXX) with the principles and practices of formative instructional practices [FIP] (Pearson & Battelle for Kids, 2012). Our objective is to identify the specific gaps in practice and apply FIP to fill those gaps in order to realize more inclusive practice in world language education.
In this work, we conceptualize world language assessment through integrated performance assessment (IPA). The IPA is an assessment system aligned with the Performance Descriptors for Language Learners (ACTFL, 2012), the World-Readiness Standards for Language Learning (ACTFL, 2014), and principles of backward design (Wiggins & McTighe, 2005). However, in the field of world language education, the current frame for inclusive practice is limited to addressing students’ needs from a multiple intelligences perspective (Curtain & Dahlberg, 2016; Shrum & Glisan, 2016). In order to expand access to all students, we conceptualized the principles and practices of IPA and the IPA feedback loop using the guidelines and principles of formative instructional practices (FIP) (i.e., “the formal and informal ways that teachers and students gather and respond to evidence of student learning” (Pearson & Battelle for Kids, 2012)). In this way, we have highlighted the components of the IPA and the IPA feedback loop that align with the best practices in special education for addressing the needs of students with exceptionalities.
In our work, we conducted a systemic review of the current research and practice-focused literature in the two fields that revealed significant gaps in inclusive practice for world language education. Given the need for increased inclusion in world language education, we examined the overlap between FIP and IPA/IPA Feedback. Through the analysis of our separate yet overlapping languacultures, we developed a shared framework for the identification of more inclusive practice that combines the IPA and FIP languacultures.
There is little discussion, particularly within the field of special education, of inclusion of students with exceptionalities in world language courses. At its core, the assumption that students with exceptionalities will struggle more or should focus on other content is both a myth (Sparks, 2016) and an inclusion issue (Wight, 2015). Given that the existing assessment practices in world language education are aligned with best practices in special education, this work begins to bridge the gap between the two fields.

Authors

• Francis J. Troyan, The Ohio State University

• Kristall J. Day, Ohio Dominican University

• Carolyn Kaplan, The Ohio State University - Columbus