An English as a foreign language teacher’s approach to including students with learning differences in a mainstream classroom: A case study
An English as a foreign language teacher’s approach to including students with learning differences in a mainstream classroom: A case study

Summary/Abstract: Interest in foreign language (FL) learners with special educational needs (SEN) has increased internationally in the past 10-15 years. Among the growing number of research studies hardly any have yet explored the situation of mainstream FL teachers, who are expected to create learning opportunities for SEN students in integrated classes without any preliminary training in special needs education. The aim of this case study was to explore and understand one such FL teacher’s experience. Qualitative data for the study were collected from lesson observations and interviews conducted with the teacher, one of his SEN students, and her parent. The data was analyzed using an inductive approach. The findings show how an English teacher without any special qualifications or training in developmental pedagogy can be successful in including students with specific learning differences in a mainstream FL classroom.

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