Data_Sheet_1_The forgotten language skill: finding a prominent place for listening in meaningful programming for multilingual learners with learning disabilities.pdf

Listening is the primary vehicle through which children learn, is fundamental to all other communication competencies, is a core component of multimodal instruction, and is key to learning language. At the same time, listening comprehension is the least understood language skill and is challenging for teachers in the provision of high quality instruction. For multilingual learners with learning disabilities it also presents certain challenges at the intersection of students’ disability and developing language proficiency. This article presents a conceptual analysis of listening comprehension across the perspectives of learning disability and second language acquisition in an effort to link disconnected understandings from the fields to address the intersectional needs of multilingual learners with disabilities. These findings are integrated into a framework of listening comprehension for multilingual learners with learning disabilities highlighting the cognitive and linguistic processes necessary for effective listening. Various examples of how to use the framework to plan multilingual learners with learning disabilities’ meaningful access to the general education curriculum are presented including its use in planning students’ individualized education plans.倾听是儿童学习的核心载体，是所有其他沟通能力的基础，是多模态教学的核心组成部分，亦是语言学习的关键所在。与此同时，听力理解是目前学界认知最为薄弱的语言技能之一，也为教师开展高质量教学带来了挑战。对于伴随学习障碍的多语言学习者而言，学生自身的学习障碍与语言能力发展之间的交集，也为其带来了特定的挑战。本文从学习障碍与第二语言习得两个视角出发，对听力理解展开概念性分析，旨在打通两个领域各自独立、互不衔接的认知壁垒，以满足伴随学习障碍的多语言学习者的交叉性需求。本研究将相关发现整合为针对伴随学习障碍的多语言学习者的听力理解框架，该框架着重阐明了有效倾听所需的认知与语言加工过程。本文还提供了多个应用案例，展示如何借助该框架规划伴随学习障碍的多语言学习者获取普通教育课程的有意义学习机会，其中包括将该框架用于制定学生的个别化教育计划（Individualized Education Plans）。