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Teaching a foreign language using multisensory structured language techniques to at-risk learners: a review.
1College of Mount St. Joseph, Cincinnati, OH, USA. richard_sparks@mail.msj.edu
Dyslexia (Chichester, England)
|June 7, 2000
Summary
Multisensory structured language (MSL) techniques effectively teach foreign languages to at-risk students. This approach supports phonology, grammar, vocabulary, reading, and communication skills development.
Area of Science:
- Education
- Linguistics
- Special Education
Background:
- At-risk students often face challenges in traditional foreign language acquisition.
- Multisensory structured language (MSL) offers a structured, multi-modal approach to learning.
- Existing research supports the efficacy of MSL in various educational contexts.
Purpose of the Study:
- To provide an overview of MSL techniques for foreign language instruction.
- To review research validating the use of MSL for at-risk learners.
- To present practical MSL activities for teaching foreign language components.
Main Methods:
- Literature review of MSL research in foreign language education.
- Description of specific MSL activities tailored for language learning.
- Focus on phonology/orthography, grammar, vocabulary, reading, and communication.
Main Results:
- MSL techniques provide a structured framework for teaching foreign languages.
- Research indicates MSL enhances learning for students facing academic challenges.
- Specific activities demonstrate the application of MSL across language domains.
Conclusions:
- MSL is a viable and effective pedagogical approach for teaching foreign languages to at-risk students.
- The multi-sensory nature of MSL aids in consolidating language knowledge and skills.
- Implementing MSL activities can improve foreign language proficiency and engagement.