1. Foreign Language Learning Disability BY: GETINA COLEMAN Foreign Language Learning Disability

2. Introduction  It is very important for an individual to be able to learn more than one language. Being able to speak more than one language is called multilingualism. Being multilingualism has “become more than just ‘important’; knowing a foreign language other than your native language has evolved to be extremely beneficial (Voxea, 2015).” Having the capability to speak more than one language will assist an individual to accomplish many things in life.  It is important for American culture to start teaching school children at a young age, different languages; or simply a predominantly used language in America such as Spanish. This is a vital skill that American culture does not instil in their youth as most cultures do.

3. Statement of the problem  Since the world is changing, it is becoming more importantly by the year that every individual learn more than one language. In order to be able “to relate in a meaningful way to another human being, one must be able to communicate (Standards for foreign, 1999)”. Rather it be because of a job, travel or for just personal knowledge, it is very important to have the ability to know another language.

4. Operational Definition  A Foreign Language Learning Disability is a condition in which an individual is unable or have difficulties with learning a language other than their owns.  It can be viewed as a language-based learning disability. “Language-based learning disabilities are problems with age- appropriate reading, spelling, and/or writing.

5. Target Population  Thirteen year old African American female student (adolescences')  Learning disability  Non-intact family  Low socio-economic status community

6. Research Hypothesis Using tutoring one hour everyday over a four weeks period, will improve one learning disabled thirteen year old female student’s ability to read in a foreign language of Spanish as measured by daily reading test.

7. Instruments Used  Consent Form - Parent/Guardian  SARS on Foreign Language Interest  Flash cards  Book “Eres tu mi Mama ?” ( Spanish version to Dr. Seuss book “ Are You My Mother”

8. Review Of Literature Based on my review of literature I feel that these two methods were the most impressive:  Orton- Gillingham Method - a language-based, multisensory, structured, sequential, and flexible approach that teaches the basics of word formation, that utilizes the three teaching/learning styles with which people learn - visual, auditory and kinesthetic (Schwarz,1999),  Stephen Krashen’s theory of second language acquisition - Stephen Krashen’s theory of second language acquisition consists of five main hypotheses. They are : 1)The acquisition-learning hypothesis 2) The monitor hypothesis 3) The natural order hypothesis 4) The input hypothesis 5) The affective filter hypothesis (Hong, 2008)

9. Experimental Design  Single subject case study  ABAB Design - Intervention used : Orton- Gillingham Method

10. Threats to Internal Validity Vs Threats to External Validity Internal Threats  Maturation  Experimental mortality  Selection interaction  History  Instrumentation External Threats  Ecological Validity  Selection treatment interaction  Experimental Mortality

11. Procedure  Week 1 ( Phase A1)- Student used prior knowledge of the Spanish language to read  Week 2 (Phase B1)- The Orton- Orton- Gillingham Method was used in which I introduce the phonetic sounds of the alphabets in the Spanish language and common phrases  Week 3 (Phase A2)- The intervention was removed and the student attempted to read the book from the intervention used in the prior week  Week 4 (Phase B2)- The intervention was reintroduced with review of alphabet sounds, common phrases and the introduction of full sentences  The student was tested everyday at the end of each session

12. Event Recording of How Many Words the Case Study Student Read Per Session Week 1 ( Phase A1) and Week 2 (Phase B1) DayObservation PeriodFrequency Behavior 3/7/16305 = 5/30 =.167 3/8/16305 = 5/30 =.167 3/9/16306 = 6/30 =.2 3/10/16307 = 7/30 =.23 3/11/16307 = 7/30 =.23 DayObservation PeriodFrequency Behavior 3/14/163050 = 50/30 – 1.67 3/15/163055= 55/30 =1.83 3/16/163065 = 65/30 – 2.167 3/17/163077 = 77/30 = 2.567 3/18/163083 = 83/30 = 2.767

13. Event Recording of How Many Words the Case Study Student Read Per Session Week 3 (Phase A2) and Week 4 (Phase B2) DayObservation PeriodFrequency Behavior 3/21/163010 = 10/30 =.33 3/22/163015= 15/30 =.5 3/23/163010 = 10/30 =.33 3/24/163010 = 10/30 =.33 3/25/163013= 13/30 =.43 DayObservation PeriodFrequency Behavior 3/28/16100100= 100/30 = 3.3 3/29/16150150 = 150/30 = 5 3/30/16200200 = 200/30 = 6.67 3/31/16260260 = 260/30 = 8.67 4/1/16300300 = 300/30 = 10

14. ABAB Design Data From Weeks 1-4

15. Results of Intervention  Baseline was stable because no data points varied more than 50% or less than 50%  Once intervention was implemented there was an ascending trend  Based on the results, you can conclude that the Orton- Gillingham intervention was successful.  My hypothesis was correct: a thirteen year old learning disabled student can learn how to read in Spanish through tutoring and an implemented intervention such as the Orton- Gillingham method used to introduce and teach the student how to read in Spanish

16. Discussion / Implications  My review of literature was correct : each strategy that I discussed in my review of literature focused on phonically awareness as the key factors in teaching someone another language. However, the Orton- Gillingham method was chosen as my intervention because it focused on the three learning styles which are auditory, kinesthetic and visual. This was proven to be correct through ABAB data results. Implications:  Explore another intervention to compare my results to this intervention such as the Stephen Krashen’s theory of second language acquisition  More research is needed to see if the Orton- Gillingham method is the best way to teach students a foreign language  Future Goal: To teach the case study student how to write in Spanish

17. References The importance of learning foreign languages in today's world. (2015, March 2).Voxea. Retrieved: http://voxea.com/general/blog/blog-detail/news/the-importance-of-learning-foreign- languages-in-todays- world/?tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Baction%5D=detail&cHash=1e64e 3d39364e7d981bada643abed8c6http://voxea.com/general/blog/blog-detail/news/the-importance-of-learning-foreign- languages-in-todays- world/?tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Baction%5D=detail&cHash=1e64e 3d39364e7d981bada643abed8c6 Hong, Y. (2008, January). On teaching strategies in second language acquisition. Volume 5, No.1 (Serial No.38) US-China Education Review. Department of Applied Foreign Language of Tourism College, Hainan University, Haikou Hainan 570228, China Schwarz, R. (2015). Learning disabilities and foreign language learning. Retrieved from: http://www.ldonline.org/article/6065http://www.ldonline.org/article/6065