Incorporate Technology Into the Modern Language Classroom

Abstract

201 This column describes how technology can enrich the learning environment provided by the modern lan­ guage classroom. Typically, modern languages taught in U.S. public schools are French, Spanish, and German. A general broadening of high school graduation and college and professional school admission requirements to inc­ lude a certain level of modern language instruction has made it imperative that all students, including students with learning disabilities (LD), be able to participate and succeed in these classes. To support learning of students with LD, and to adapt to a culture of teaching that is mov­ ing away from textbooks and toward realia and authentic texts (Osuna & Meskill, 1998), we suggest that teachers use a universal design for learning (UDL) approach for planning instruction and technology integration for teach­ ing in their modern language classrooms. The three principles of UDL are to support learning by providing multiple, flexible methods of (a) presentation, (b) expression and apprenticeship, and (c) options for engagement (Center for Applied Special Technology [CAST], 2007). The power and benefit of technology in the modern language classroom are not just that it eng ages the typical students but that it makes learning a foreign language possible for students who were previ­ ously excluded. This exclusion often occurs because the requirements for these classes have traditionally been barriers that were difficult for students with LD to over­ come. One of these barriers is the large amount of writing required, which could be difficult for students with LD or students with physical disabilities. Another barrier is speaking in front of the class. This requirement is difficult for many students but could be nearly impossible for a student with a speech disability. Universal design for learning is based on the premise that reading, understand­ ing, and producing printed text are difficult for a signifi­ cant portion of students in public schools, including those with a variety of disabilities. Therefore, the inflexibility of print is a major barrier to learning. The researchers at CAST (Rose & Meyer, 2002; Rose, Meyer, & Hitchcock,