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Vol 12 No 4 (2022): Teaching English as a Foreign/Second Language Students with Specific Learning Difficulties
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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REVIEW
Michele Daloiso, Supporting Learners with Dyslexia in the ELT Classroom, Oxford University Press, 2017; 213 pp.: ISBN 978-0194403320
Alma Žero
265-269
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Irena Lesar and Mojca Peček (Eds.), Immigrants in Slovenia through the research prism of students of the Faculty of Education, University in Ljubljana, Faculty of Education, 2021, 276 pp.: ISBN 978-961-253-276-5 )
Špela Razpotnik
271-273
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