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ERIC Number: EJ1104106
Record Type: Journal
Publication Date: 2004
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1083-5415
No Teacher Left Behind: Early Language Learning and Students with Disabilities
Zoran, Annmarie Gorenc
Learning Languages, v9 n2 p18-21 Spr 2004
Today, foreign language teachers are faced with more challenges than ever before. These challenges are due to technological advancements, new educational policies and reforms, a rapidly changing student population, and recent legislation and documents designed for educating "all" students. Most foreign language teachers who do not have experience and professional development with monolingual and English Language Learners with special needs are faced with teaching their students to the best of their abilities without the tools, methodologies, program types, or aids that are necessary for successful teaching of foreign languages. There is a dearth of research and a dire need to prepare all teachers for the challenges that they are facing. Ultimately, it is the teacher who will influence and teach our children, but it is up to all involved in the profession of teaching and teacher education to prepare teachers for the obstacles they will face, making sure that no teacher is left behind in this endeavor. This article discusses how policies such as the Individuals with Disability Education Act (IDEA) influence the foreign language teacher through the inclusion of special needs students with their non-disabled peers, and how this inclusion necessitates equipping teachers with the tools and knowledge to better assist their students and themselves in this endeavor.
National Network for Early Language Learning. Winston-Salem, NC. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A