Vol 12 No 4 (2022): Teaching English as a Foreign/Second Language Students with Specific Learning Difficulties | Center for Educational Policy Studies Journal

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DOI: https://doi.org/10.26529/cepsj.12.4

Published: 2022-12-28

Full Issue

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EDITORIAL

Teaching English as a Foreign/Second Language Students with Specific Learning Difficulties

Karmen Pižorn, Milena Košak Babuder

7-11
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FOCUS

Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context

Rosa Dene David, Kimberley Brown

13-33
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The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students

Rosa Dene David, Carl Edlund Anderson

35-52
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The Influence of Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review

Yizhe Jiang, Qian Wang, Zhenjie Weng

53-74
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Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices

Oksana Afitska, Nur Ehsan Mohd Said

75-100
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Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education

Alma Žero, Karmen Pižorn

101-127
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Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes

Joanna Nijakowska

129-154
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Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study

Christopher Flaten Jarsve, Dina Tsagari

155-180
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VARIA

Participation in Intervention Programmes of Children with Poor Reading Skills in Hungary

Zsóka Sipos, János Steklács

181-203
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The Collaborative Wall: A Technological Means to Improving the Teaching-Learning Process about Physics

Ricardo-Adán Salas-Rueda, Gustavo De-La-Cruz-Martínez, Clara Alvarado-Zamorano, Estefanía Prieto-Larios

205-231
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Insights into Engineering Education Teaching Practice in Slovenian Primary Schools during the Covid-19 Pandemic: Distance Learning Model

Bernarda Urankar, Janez Jamšek

233-264
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