This document discusses special bilingual education for students with cognitive impairments. It describes an online English academy in Madrid, Spain that provides adapted lessons in pairs to these students. Research was conducted observing two male students with Down syndrome learning English for two years. Findings showed the lessons used multiple teaching methodologies focused on communication, phonics, and intelligences. An adapted core inventory of language objectives and an oral assessment focusing on abilities rather than limitations were also discussed. Challenges and benefits of the program were provided.

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Special Bilingual Education
Ruby La Cruz
Alumni
Instituto Franklin, Universidad de Alcalá de Henares

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• San Juan, Puerto Rico
• Health Sciences and Psychology,
University of South Florida
• Master in Teaching,
Instituto Franklin in the University of
Alcalá de Henares
Educator in Public Schools of Spain
Currently teaching English as
a second language to
Chinese students. The
program is based on one-on-
one full immersion language
and content classes based on
US Common Standards.
Instituto Franklin University of Alcalá de
Henares
About Me
Ruby La Cruz
Colegio de La Mata, Málaga
Colegio Daoíz Y Velarde,
Alcobendas
Colegio Severo de Ochoa,
Torrejón de Ardoz
VIPKID English Teacher
Worked an internship as an
English Assistant and
completed a Master in
Teaching with research in
Bilingualism and Special
Education.
Education

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We live in a multilingual world -- which calls for education in
more than one language

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Inclusive Education
• Students with cognitive impairments
are often left behind in the advancing
education system.
• The achievement of learning and
teaching more than one language is
challenging.
LACK OF RESOURCES AND INFORMATION

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Shortage of research
based on second
language attainment in
the special needs
population.
Lack of commitment
to Special Education
community.
“Collateral Damage”
Insufficient
literature
regarding
effective teaching
methodologies.
Motivation Behind Research
We can get there
with new and
adapted
methodologies
WHY DO WE EXCLUDE THIS POPULATION?

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If they can’t learn the way we
teach, we teach the way they
learn.
-Dr. O. Ivar Lovaas

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• The CEFR is designed by the Council of
Europe with the goal of standardizing the
multiple levels of language assessments in
European countries.
• No level has been designed for students
with special education needs.
Common European Framework of Reference
USED TO DESIGN OF THE BILINGUAL CURRICULUM

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CEFR Foreign Language Proficiency Levels
TO EVALUATE TYPICALLY DEVELOPED INDIVIDUALS

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OUR MAIN VISION
Experiential Program
• Online English academy in Madrid, Spain
• Taught by Special Education teaching staff
• Adapted lessons to student’s special education
requirements and rhythm of work
• Learning from home using technology
• Classes taught in pairs
• Two lessons, total of forty-five minutes per week
• Special education academic institution in Madrid
• Advancing towards the incorporation of bilingual
studies for all students in Spanish and English
over the past 7 years.
WHAT HAS BEEN DONE?

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Video-Recorded Lessons
Observed lessons over a
span of 13 consecutive
weeks.
Field Notes
Taken by the researcher and
provided ongoing record.
Case Study
Observed two males students 18-20 years of age with the Down syndrome phenotype. Studied
English for 2 years in María Corredentora.
A Qualitative Analysis of Foreign Language
Education for Down Syndrome Students
Research Design

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01
03
02
04
06
05
Observations
Lesson Topic
Lesson Structure & Planning
Activities and Transitions
07
09
08
10
Materials and Resources
Teaching Methodologies
Type of Teaching Activities
Comments and Difficulties
Student Use of Target Language
Positive Reinforcement: High Motivation
Use of First and Second Language

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• Gradual increment content
• Sentence patterns are meaningful and relevant
• Structure of lessons is consistent
• Two-On-One speaking and listening activities
• Materials used in class: whiteboard/colored
markers/pictures
• Instructions, explanations, and feedback are given
in native language
• Immediate oral feedback (very good / great job /
applauding)
FINDINGS

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Teaching of target language is
done through the use of
multiple input/output strategies
including visual, auditory,
tactile, and kinesthetic.
Multiple Intelligences
Focuses on interactions as
both the mechanism of
learning and the goal of the
study.
Communicative
Language Teaching
Develops learners’ phonological
awareness where combinations of
letters represent speech sounds.
Pseudo-words with Spanish
phonetic representation were used
to obtain the desired sounds when
learning target language.
The Phonics Method
Teaching Methodologies
BASED ON OBSERVATIONS OF ACTIVITIES

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Adapted Core Inventory
Based on:
• Material covered
• Set of skills developed
The core inventory contains
detailed lists of
communicative and
vocabulary objectives, and
language work that can be
mastered at the end of the
course.

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Visual Materials
—
• Colorful images
• Tangible material
• iPads, allow the
manipulation of
image size
Work in Pairs
—
cooperative
learning &
healthy
competition
Adapted English Assessment Evaluation
ORAL EVALUATIONS: TWO SKILLS LISTENING & SPEAKING

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Basis of
Assessment
• Focused on the abilities of
the student rather than
his or her shortcomings.
• NOT: What is this?
• BUT: What do you see?
Benjie English External
Evaluation

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Overall Experience
Students
showed self-
confidence
during the
assessment.
Students had a
great sense of
achievement.
The environment
was incredibly
positive.
Students
verbalized the
appreciation of
consistency with
structure of their
lessons.
Use of
spontaneous
English in
contextual
scenario.

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Foreign
language
educational
program is
online.
Online platform
boosts self-
confidence and
fosters
autonomy.
Student can
access
recorded
lessons to
study at any
time.
Communicative
Methodology
adapted to their
learning styles
and everyday
activities.
Cumulative and
repetitive
aspects
beneficial in
vocabulary
comprehension.
Allows
students to
be part of a
highly
social
environmen
t.
Advantages of Academic Program

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The abilities
practiced are only
speaking and
listening. The
students should
learn to read and
write.
Limited
materials are
available for
teachers
Grammar is
not part of the
curriculum.
Need for
inclusion in
academic
frameworks of
reference .
Challenges

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The inventory provides attainable set of skills
for individuals with cognitive disabilities. This
can aid special education institutions and
integrated public institutions to incorporate all
students in their bilingual programs.
Minimum Language Requirements
Guides teachers in lesson planning for their
courses. In addition, it will provide the
information needed to design appropriate text
books for the population..
Curriculum Planning & Text Books
It provides students realistic goals which will
motivate them throughout their bilingual
education experience.
Motivation
Uses of Adapted Core Inventory
WHAT IS IT GOOD FOR?

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Instituto Franklin - UAH
Instituto Franklin-UAH
Colegio Trinitarios
Calle Trinidad 1, Alcalá de Henares
Madrid, Spain 28801
www.institutofranklin.net
KEEP IN TOUCH WITH US
Ruby La Cruz
rubylacruz@gmail.co
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