Whether you are advocating for special education students to be included in world language classrooms or not, chances are they are already there. Dr. Danja Mahoney returns to the Language Lounge to discuss strategies teachers can use to help these students be successful in the world language classroom.
Bio
Dr. Danja Mahoney is a language educator with more than 25 years experience teaching in public and independent schools. Her experience teaching Latin, French, Spanish, English, and ESL informs her understanding of diverse pedagogies and supporting all learners in language acquisition. Her doctoral research focused on the intersection of second language learning and learning disabilities, with particular attention to the attitudes and needs of educators in supporting all learners in the classroom. She has presented at numerous conferences, including MAFLA, ACTFL, CAM, CANE, and Learning Disabilities Worldwide. She is a member of the MAFLA Board of Directors and currently serves as the Board Clerk. She is the World Language Department Chair at Reading Memorial High School in Reading, Massachusetts.
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Mentions
MaFLA - Massachusetts Foreign Language Association
Orton-Gillingham Approach https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/
Delaware's document: https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/139/WL_Learning_All_Delaware_Students.pdf
Virginia (2017):
https://www.doe.virginia.gov/home/showpublisheddocument/32907/638047361553670000
Virginia - Teacher Toolkit (2020)
https://www.doe.virginia.gov/home/showpublisheddocument/32905/638047361548070000
Ohio - Basics of UDL for WL teachers
https://docs.google.com/document/d/1_U-XevDBaz-kcLjGJzgf9xSBgjQSIdeLSWeU8Lh1OAQ/edit
This is a document I shared with my workshop at the MAFLA conference this year:
https://docs.google.com/document/d/1iqnMwYewFW0rCKn-xioQluN-JtwieLvuHkkI7--9m7g/edit?usp=sharing
