Позиционирование по отношению к учащимся с дислексией: мнение хорватских преподавателей английского языка как иностранного
Аннотация
Недостаточное изучение получил вопрос о том, как учителя иностранного языка позиционируют учащихся с дислексией, и какие роли они берут на себя при работе с этой группой учащихся. В данном исследовании, используя теорию позиционирования в качестве теоретической основы и собирая данные с помощью углубленного полуструктурированного собеседования и наблюдений за уроками, которые впоследствии были закодированы, мы попросили 10 практикующих хорватских учителей начальной и средней школы рассказать про их отношение к ученикам с дислексией. Мы хотели узнать, как участники опроса позиционировали учащихся с дислексией, и как они определяли свое поведение по отношению к этой группе учащихся. Анализ показал, что участники в целом выражали позитивное отношение, в то время как их стратегии поведения были разнообразными. Учителя позиционировали себя как заботливых наставников для всех учащихся. Учитывая различные потребности школьников, они сумели создать инклюзивную среду образовательного процесса, адаптируя подходы к обучению и предоставляя специальные условия. Такой эксперимент не только потребовал от участников эмоциональной выдержки, но и принес много положительных ощущений. Полученные результаты дают основание полагать, что обучение детей с дислексией является достаточно сложной задачей, и мы надеемся, что рассмотрение роли учителя в этом контексте может помочь преподавателям лучше понять их роль при работе с учащимися с особыми потребностями в обучении.
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