Inclusive Language Education and Digital Technology

Reviews / Votes

A timely and thought-provoking book which will enhance the teaching of MFL for all those with special educational needs. This stimulating book is located sensitively within relevant theoretical, pedagogical and policy frameworks, whilst illuminative case studies and inspirational examples of good practice support the whole most effectively. A 'must' for everyone involved in the development of the inclusive language education agenda and, in particular, the harnessing of digital technologies to this end. -- Catherine Watts, University of Brighton, UK In an age of increasing specialisation a publication that brings together such diverse fields as language learning, inclusive education and digital technology is to be warmly welcomed. The impressive array of practitioners and experts show how these disparate fields can illumine each other and, in so doing, create new opportunities for language learning. Accounts of policy and practice are seamlessly interwoven and will, I am sure, be a source of inspiration and ideas for any teacher seeking to make language learning more accessible to all. -- Hilary McColl, Formerly National Curriculum Development Officer for Modern Languages and Special Educational Needs, Scotland In an age when inclusive language education prevails in schools internationally and competence in languages is considered to be an indispensable skill, this volume is undoubtedly a valuable contribution to language education in general. It definitely serves its purpose, to present how the notion of "languages for all", as expressed in the nine chapters, could be achieved by exploiting all the technologies available. The book is well structured with all the chapters forming a unified whole. The fact that the book is divided into two parts provides an opportunity to become familiar with the theoretical background on some of the most important concepts discussed in the book in the first part and with practical examples of how the theory could be realised in the second part. Therefore, the book could not only be read by teachers, researchers, stakeholders or language education students but also by anyone interested in the field of inclusive education. -- Elis Kakoulli Constantinou, Cyprus University of Technology, Cyprus * the LINGUIST List *