An interpretive inquiry into psycho-social development of students with learning disabilities and how it views foreign language learning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Patricia L. Bailey (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Jane T. Mitchell

Abstract: This interpretive inquiry was undertaken to examine the psycho-social factors associated with college students who have learning disabilities. Specifically, twelve students with learning disabilities were selected for this study who were denied permission to use course substitutions for their foreign language requirement by the College of Arts and Sciences at a four year public institution. The interviewer and students became co-researchers into the psychosocial issues which lead to academic persistence and eventual success particularly in regard to learning a foreign language. Students were asked to talk about their lives as college students. Foreign language was never mentioned unless the student brought it into the conversation. Eleven of the twelve students did talk at length about the learning of a foreign language.

Additional Information

Language: English
Date: 1995
Language and languages $x Study and teaching
Learning disabled youth $x Education, Higher
Learning disabled youth $x Language

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