Innovation in Language Learning

Most language courses focus on visual input as the main tool for teaching foreign languages. Students usually learn by reading, or they practice vocabulary by identifying figures in the target language; also cultural curriculum focuses on the visual arts or landscapes. Exams also ask students to fill out spaces or match categories in corresponding lists. But nowadays we have at the University blind or visually impaired students. These people benefit from languages study in the same way as sighted students, but there are some key differences in the way that they learn. A multisensory approach to language teaching in English, Portuguese, French and German at the National School of Languages, Linguistics and Translations (ENALLT) of the National Autonomous University of Mexico (UNAM) has helped shift to a more inclusive environment. Through a multi language project we have designed classroom activities that include the use of physical artifacts, Braille texts, and audio recordings, descriptions of pictures in Spanish to assist with activities and enable students to learn the foreign language with their other senses. It includes exercises, activities, etc., but also the assistance of the teacher and principally the cooperation the other sighted students in the classroom. Division of the students into groups for textbook activities has facilitated participation, ensuring the student can contribute, such as discussing or reporting to the class on their groups’ answers. Teachers and language programs need to remain open to student special requests for adjustments, while understanding that changes will sometimes be made at the last minute. We must keep an open mind to the creative solutions developed with the student's input and check with colleagues to see what solutions they have used. Languages are an entrance way into many facets of life and the key is making sure the doors remain open.

Keywords: Teaching, foreign languages, blind and visually impaired students;