PRZYGOTOWANIE DO PRACY Z UCZNIAMI O SPECJALNYCH POTRZEBACH EDUKACYJNYCH: JĘZYKOWE NARZĘDZIA DIAGNOSTYCZNE W PRAKTYCE NAUCZYCIELSKIEJ

Abstract

Adapting foreign language teaching to the requirements of studentswith special educational needs requires prior diagnosis of the developmentalpotential of the pupils concerned. Because of the educationaland rehabilitative character of foreign language learning in studentswith language and speech deficiencies, the diagnosis addresses thepossibilities of using foreign language learning in developing generaland linguistic competencies in both languages (native and foreign). Thearticle presents the aims of diagnosing linguistic communicative competenciesin the context of foreign language teaching. The differencesbetween speech diagnosis and diagnosis performed for the needs of foreignlanguage teaching are discussed, based on cases of pupils with deficienciesin their native language (Polish). The evaluation of the students’competencies involved reformulation as an instrument of linguistic diagnosis;learning strategies were also considered in the assessment.