Visual diversity in the English classroom: a successful exam paper adaptation. A case study
DOI
https://doi.org/10.25267/Pragmalinguistica.2024.i32.12Info
Auteurs
- Ana Isabel Martínez Hernández (ES) Universitat de València / IULMA https://orcid.org/0000-0003-0226-3288
- Begoña Bellés-Fortuño (ES) Universitat Jaume I / IULMA https://orcid.org/0000-0002-6432-3226
Résumé
Cet article présente une étude de cas sur l’adaptation réussie d’une épreuve d’examen d’anglais à des apprenants visuellement divers en classe. L’étude se penche sur les défis auxquels est confronté un étudiant partiellement aveugle avec une perte de vision importante et sans formation préalable en braille lorsqu’il tente des examens écrits traditionnels d’anglais. Les obstacles identifiés comprennent les difficultés liées à la navigation dans un texte continu avec un logiciel de synthèse vocale (TTS), le recours aux images et l’impact des contraintes de temps. La recherche souligne l’efficacité des adaptations apportées au format de l’examen pour relever ces défis et améliorer l’accessibilité et l’inclusivité. Les résultats révèlent des résultats favorables pour la performance et le bien-être de l’étudiant lors de l’examen adapté. L’étude souligne l’importance des études longitudinales pour suivre les progrès et le développement des compétences linguistiques des apprenants visuellement divers au fil du temps.
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(c) Tous droits réservés Ana Isabel Martínez Hernández, Begoña Bellés-Fortuño 2024
Ce travail est disponible sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
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