Home - V:InD:O:W

Dyslexia and
reading/writing
challenges

Social, emotional
and linguistic challenges

Multilingual/multicultural
challenges

Autism spectrum

Neurodiversity

Virtual – Inclusive Diversity focused – Open educational – Work modules

Digital Tools for Inclusive Foreign Language Education

The VInDOW project develops comprehensive and versatile digital educational modules that demonstrate how the principles of
inclusion – in their broad, diversity-oriented interpretation – can be applied in the field of foreign language education. Specifically, the modules combine theoretical, empirical and
evidence-based knowledge, as well as insights from language teaching practice with educational policy guidelines about the following topics:

V:InD:O:W Modules

Dyslexia and reading/writing challenges

Social, emotional and linguistic challenges

Multilingual/multicultural chal-lenges

Autism spectrum

Neurodiversity

V:InD:O:W Modules Description

Dyslexia and reading/writing challenges in the FL classroom aims at equipping teacher educators (engaged in university teacher education as well as offering in-service teacher training) with classroom-ready teaching/learning resources needed to define and critically discuss key concepts relevant to the topic area of dyslexia and associated reading/writing challenges in the foreign language classroom.- Module 1

Social, emotional and linguistic challenges in spoken FL communication aims at equipping teacher educators (engaged in university teacher education as well as offering in-service teacher training) with classroom-ready teaching/learning resources needed to define and critically discuss key concepts relevant to the topic area of emotional, social and linguistic challenges that pupils face in spoken communication in a foreign language.- Module 2

Multilingual/multicultural challenges FL classrooms aims at equipping teacher educators (engaged in university teacher education as well as offering in-service teacher training) with classroom-ready teaching/learning resources needed to define and critically discuss key concepts relevant to the role of multiple (heritage) languages and various cultural backgrounds that students bring into the foreign language classroom. The module focuses on the social, affective and linguistic challenges that multilingual and multicultural foreign language classrooms can experience.- Module 3

Autism spectrum in the FL classroom aims at equipping teacher educators (engaged in university teacher education as well as offering in-service teacher training) with classroom-ready teaching/learning resources needed to define and critically discuss key concepts relevant to the topic area of Autism spectrum and its implications for foreign language education.- Module 4

Neurodiversity as a challenge in the FL classroom aims at equipping teacher educators (engaged in university teacher education as well as offering in-service teacher training) with classroom-ready teaching/learning resources needed to define and critically discuss key concepts relevant to the topic area of pupils' neurodiversity and its implications for foreign language education. Specifically, the module addresses various challenges that neurodiverse students may face in FL classrooms - that do not encompass dyslexia, social, emotional, cognitive or linguistic challenges associated with their multicultural and multilingual background, or challenges associated with the Autism spectrum.- Module 5