Second language for special students

Many people's memory of learning a language other than English (LOTE) is the misery of conjugating French verbs — or worse still, Latin ones.

Why on earth, they might wonder, would anyone want to inflict such an experience on special needs students? Surely, they have enough to contend with already? This concern was expressed by several parents when they were first approached about the possibility of their children with special needs being taught a LOTE.

On the other hand, is there any good reason to deny special needs students access to the full range of the curriculum?

Murdoch University's Centre for Curriculum and Professional Development thought not, but they found very little in the literature about LOTE in special education settings.

Nobody really knew whether such an experiment could work.

The Murdoch research team has now proved that it can work— beautifully. And they have the evidence on video — caring, innovative teachers and engaged, happy and responsive learners. Some of these students will never be able to speak a word — even in English — but they are obviously able to hear, understand and benefit from learning another language.

"It's not about the production of fluent speakers," said Project Director John Hogan.

"Students take up the language to the best of their ability, but in the meantime we observed a vast range of side benefits, such as improved attending, listening and social skills. And, in some cases, a greater understanding of English."

The research took place as part of the State Government's LOTE 2000: New Horizons strategy.

Murdoch's Centre for Curriculum and Professional Development, jointly with Simpson Norris International, won a tender from the Education Department to investigate second language programmes being pioneered in three special needs schools — Italian at Merriwa Education Support Centre, Japanese at Creaney Education Support Centre and Spanish at Carson Street Special School.

Over an extended period the research team, including Murdoch's Gary Martin and Lindy Norris, tracked the implementation of the language programmes and monitored the learning outcomes of the students.

The research took the innovative step of inviting Linda Butcher, of Murdoch's Teaching Learning Centre's Media Production Unit, to contribute to the research by videoing the work-in-process.

Mr Hogan said: "Comprehensive transcripts of the video material were a vital contribution to the project. To cap it off, the project has included the production of two professional videos, one for parents and one for educators interested in the implications of second language learning for children with special needs.

"It is these videos, more than anything, that will show educators and parents just how useful LOTE can be in special education.

"I'm convinced video is a great complement to publishing in the literature.

Ms Norris said: "The look on their faces amply demonstrates our findings that LOTE is a real morale booster for these students.

"They come to it free from the failure or difficulty that is so often associated with their experience of other curriculum areas, and they discover they can both enjoy it and get something out of it.

"Many parents who were understandably sceptical to begin with are now delighted with their child's LOTE experience."

The Executive Dean of the Division of Social Sciences, Humanities and Education, Professor Kateryna Longley, said the cooperative approach of the research team was an excellent example of creatively combining a range of Murdoch's expertise for the benefit of the wider community.

"I'm really proud that Murdoch's philosophical commitment to principles of equity and education carries through to action research that is having such enormous impact for good."

The videos, case studies and other materials that comprise the Two Languages Too package will be launched at Murdoch in early August.

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