Innovation in Language Learning

This paper aims to present findings based on a project within the Erasmus+ Program of the European Union called SupEFL - “Supplemental Self-Help in English as a Foreign Language for Learners with Specific Learning Differences“. SupEFL is directed at learners of English as a Foreign Language (EFL) who are experiencing difficulties with one or more of the four language systems (reading, writing, listening and speaking). Some of the project objectives include:     to provide adults with SpLDs in EFL with access to a free ICT-based tools, techniques and resources they need to complete EFL programs; to contribute toward assisting unemployed dyslexics in acquiring critical language skills in English and integrating them in the labour market; and, finally, to promote language learning and multilingualism and furthers the social and economic inclusion of disadvantaged persons.

The project includes a consortium of 7 partners (Portugal, Finland, Lithuania, Bulgaria, Hungary, Germany - English at work and E-training solutions), who intend to develop Self-help Open Educational Resources (OER) for learners of English with special needs in one or more of the following areas: reading, writing, speaking, listening, memory, motivation and/or learning in general. The key project audience are learners with Specific Learning Difficulties (SpLDs). Dyslexia, specific learning difficulties, attention and hyperactivity disorders, autism spectrum are some examples of the set of specialities that seem to be most frequently diagnosed. It is of great importance to reconsider the way people with these learning difficulties are viewed and direct efforts to create an inclusive environment, instead of just considering these people as outfits. In this context, the use of technology can be a powerful resource to create this inclusive environment. Teachers and trainers are also part of the target group of the project. It is important to provide them with specific guidelines on how to identify such individuals, implement the self-help program and track the progress of learners with SpLDs.

For the purpose of this paper, we will present preliminary findings from the first phase of the project, which aimed to develop a comparative analysis of national research and existing legislation in each country. The aim was to carry out national surveys on the specific problems which emerge in the course of English language training in four systems for learners with SpLDs. Results from the field-work carried out in the participating countries will  be summarized and discussed in detail in the full paper.