Teaching English to non-native learners of English with mild cognitive impairment

Basit Öğe Kaydı
dc.contributor.authorCoşkun, Abdullah
dc.date.accessioned2024-09-25T20:00:02Z
dc.date.available2024-09-25T20:00:02Z
dc.date.issued2013
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü en_US
dc.description.abstractAs the field of English language teaching (ELT) to cognitively impaired learners is neglected, this paper aims to contribute to this field by introducing Talking Tactile Technology (T3) as a means of teaching English to non-native learners of English with mild cognitive impairment. Therefore, after discussing the characteristics of the ideal foreign language classroom for learners with special learning needs, this paper introduces a case in Turkey for applying T3 to teach English as a foreign language (EFL) to learners with mild cognitive impairment described by the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000) as educable individuals whose IQ scores range from 50 to 70. In this study, ten T3-based beginner level English lesson content materials were created. These materials were tested by candidate and practicing English teachers as well as special education teachers. Their opinions about T3 and the T3-based materials were collected immediately after they tried the technology in the training sessions organized by the researcher. Their opinions led to the conclusion that T3 can be used to teach some Basic English to learners with mild cognitive impairment. It is hoped that this study will trigger more research studies focusing on different ways to learn and to teach English to these learners.en_US
dc.description.sponsorshipEuropean Union within the Lifelong Learning Programme, Leonardo da Vinci Actionen_US
dc.description.sponsorshipThis study is part of the project entitled Transfer of Audio-Haptics for Visually Impaired Information Technology which is co-financed by the European Union within the Lifelong Learning Programme, Leonardo da Vinci Action. The project was coordinated by Royal National College for the Blind (Hereford, UK) and Abant Izzet Baysal University (Bolu, Turkey). I would like to express my gratitude to Sinan & Aylin Olguner for their support in all phases of the project and to Lennox Adams for his coordination of the project and invaluable advice in the process of writing this paper.en_US
dc.identifier.endpage16en_US
dc.identifier.issn2251-6204
dc.identifier.issue4en_US
dc.identifier.startpage8en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14057
dc.identifier.volume3en_US
dc.identifier.wosWOS:000215824500001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherModern Journal Language Teaching Methodsen_US
dc.relation.ispartofModern Journal of Language Teaching Methodsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectTalking Tactile Technologyen_US
dc.subjectELTen_US
dc.subjectCognitively impaired learnersen_US
dc.subjectIdeal Foreign Language Classroom
dc.subjectCognitive Impairment
dc.subjectTrigger More Research
dc.titleTeaching English to non-native learners of English with mild cognitive impairmenten_US
dc.typeArticleen_US

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