Abstracts
Abstract
A Linguistic Risk-Taking Passport is an excellent means to orchestrate Task-Based Language Teaching (TBLT) and different learner needs in inclusive settings. We identified core areas in which learners with Developmental Language Disorder (DLD) face linguistic risk-taking. Two semi-structured expert interviews were conducted and qualitative content analysis was carried out to identify specific linguistic risks of learners with DLD in and outside of school.
Our results suggest that learners with DLD need systematic support in choosing and facing the next appropriate linguistic risks that lead to healthy risk-taking. We argue that this can contribute to an exploitation of their learning potential and to social-emotional well-being. Numerous linguistic risks are related to an increased sensitivity in the affective domain. The data analysis led to tentative hypotheses for a Linguistic Risk-Taking Passport for learners with DLD.
Keywords:
- linguistic risk-taking,
- task-based language learning,
- inclusion,
- Developmental Language Disorder,
- real life tasks
Résumé
Un passeport de prise de risques linguistiques est un excellent moyen d’orchestrer l’enseignement des langues basé sur les tâches (ELBT) et les différents besoins des apprenants dans des environnements inclusifs. Nous avons identifié les principaux domaines dans lesquels les apprenants ayant un trouble du développement du langage (TDL) sont confrontés àune prise de risques linguistiques. Deux entretiens semi-dirigés avec des experts ont été menés et une analyse qualitative du contenu a été effectuée pour identifier les risques linguistiques spécifiques des apprenants avec un TDL à l’école et en dehors de l’école.
Nos résultats suggèrent que les apprenants avec un TDL ont besoin d’un soutien systématique pour choisir et affronter une séquence appropriée de risques linguistiques appropriés qui correspondent à une saine prise de risque. Nous soutenons que cela peut contribuer à l’exploitation de leur potentiel d’apprentissage et au bien-être social et émotionnel. De nombreux risques linguistiques sont liés à une sensibilité accrue dans le domaine affectif. L’analyse des données a permis de formuler des hypothèses préliminaires pour un passeport de prise de risque linguistique destiné aux apprenants atteints de TDL.
Mots-clés :
- prise de risques linguistiques,
- enseignement des langues basé sur les tâches (ELBT),
- enseignement inclusif,
- trouble du développement du language (TDL),
- tâches de la vie réelle
Appendices
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