Experiences with the University Foreign Language Requirement: Voices of Students with Learning Disabilities
Abstract
This study examined perspectives and learning experiences of college students who were granted course substitutions for their foreign language requirements. Seventy-one (71) students classified as learning disabled who graduated from one university between 1987 and 1998 responded to a questionnaire that contained forced-choice and open-ended questions about their high school and college foreign language experiences, specific language tasks, classroom accommodations, and course substitutions. Demographic information was obtained from university records. Demographic findings indicated that 70.5% attempted foreign language courses in both high school and college; 65% of the substitution courses were taken by students unable to complete even the first semester foreign language course; and over half took a different foreign language in college than in high school. Questionnaire results showed that students found the first college course very difficult (4.55 on 5-point scale); 78.6% reported utilizing tutoring, 52.3% from multiple sources; 76.5% reported having withdrawn from at least one college foreign language course; students rated grammar as the most difficult foreign language task; 89.1% said they would have enrolled in modified foreign language courses had they been available; and 76% responded with additional optional comments about their foreign language experiences. Student perspectives (i.e., voices) suggest implications for administrators, foreign language instructors and tutors, and students.
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