Needs of Students with Limited or Interrupted Formal Education

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Catering to the needs of SLIFE students represents a particular challenge for teachers. Due to the learning deficiencies and gaps in knowledge caused by trauma, the specified demographic requires a unique approach based on careful encouragement. To manage the case under analysis, a combination of assistive technology, such as speech-to-text tools and apps for vocabulary expansion, such as Duolingo, as well as a strategy based on peer support and the use of multiple visuals, should be incorporated into the teaching process.

The inclusion of digital tools into the process of learning will be vital for Amira due to the need to enhance the pace and efficacy of vocabulary development and the understanding of grammar. In turn, tools such as Duolingo, which allows practicing new vocabulary and utilizing it in an array of different sentence structures, will be of significant use. Additionally, modifications must be made to the text in question. Namely, words that are likely to cause Amira difficulties in recognizing the meaning of the text must be accompanied by a translation in brackets so that Amira can transition seamlessly from her native language to English (Al-Jarrah et al., 2019). Moreover, the application of translation will allow the student to understand the structural differences between English and Arabic. Coupled with peer support, the proposed solution will help Amira learn at the necessary pace.

By integrating apps for language learning and text-to-speech tools alongside teaching approaches based on peer support and the application of visual cues, a teacher will be able to support Amira as a SLIFE learner. Coupled with the proposed changes to the text in question., the specified tools will allow an educator to improve the extent of Amira’s understanding and support her in her academic efforts.

Reference

Al-Jarrah, T. M., Mansor, N., Talafhah, R. H., Al-Jarrah, J. M., & Al-Shorman, F. M. (2019). The Role of Metacognitive Technique for Enhancing the Writing Skills of Arab EEFL Students. Journal of Education in Black Sea Region, 4(2), 191-205.

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ChalkyPapers. (2022, December 18). Needs of Students with Limited or Interrupted Formal Education. Retrieved from https://chalkypapers.com/needs-of-students-with-limited-or-interrupted-formal-education/

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ChalkyPapers. (2022, December 18). Needs of Students with Limited or Interrupted Formal Education. https://chalkypapers.com/needs-of-students-with-limited-or-interrupted-formal-education/

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"Needs of Students with Limited or Interrupted Formal Education." ChalkyPapers, 18 Dec. 2022, chalkypapers.com/needs-of-students-with-limited-or-interrupted-formal-education/.

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ChalkyPapers. (2022) 'Needs of Students with Limited or Interrupted Formal Education'. 18 December.

References

ChalkyPapers. 2022. "Needs of Students with Limited or Interrupted Formal Education." December 18, 2022. https://chalkypapers.com/needs-of-students-with-limited-or-interrupted-formal-education/.

1. ChalkyPapers. "Needs of Students with Limited or Interrupted Formal Education." December 18, 2022. https://chalkypapers.com/needs-of-students-with-limited-or-interrupted-formal-education/.


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ChalkyPapers. "Needs of Students with Limited or Interrupted Formal Education." December 18, 2022. https://chalkypapers.com/needs-of-students-with-limited-or-interrupted-formal-education/.