Differentiated Instruction in Foreign Language Teaching 3301-JS2916
Today’s foreign language classroom is linguistically and cognitively diverse. The teacher is expected to teach students with special educational needs, those with high ability, and students with a different educational and linguistic background.
According to current teachers’ standards, the teacher must adapt to teaching to respond to the strengths and needs of all students in the classroom. The teacher is expected to differentiate appropriately, using approaches that enable students to be taught effectively. The concept of differentiation therefore stems from the basis of the learner-centred approach.
The aim of the course is to make participants familiar with the concept of differentiation, its theoretical frameworks, and their practical application in developing language skills in an EFL classroom. The concepts discussed will include: the Learner-Centered Model (LCM; McCombs & Miller, 2007), Dynamic assessment (DA), the Group dynamic assessment (G-DA; Poehner, 2009), Multisensory Structured Learning (MSL; Schneider & Ganschow, 2000), Universal Design for Learning (UDL; Hall, Meyer, & Rose, 2012), and SMART targets (Lloyd & Berthelot, 1992).
The participants will learn how to design learning objectives and success criteria as well as how to differentiate tasks, outcomes, and teaching approaches to adequately respond to the needs of a specific group of students and to ensure progress for all. The course seeks answers to the following questions: How can the teacher appropriately identify students’ learning needs? How to group students according to their needs for different class activities?; What type of differentiation is most beneficial for the learning of individual students and the whole class?
The course aims at combining theoretical concepts with classroom practice. The course participants will learn how to modify the teaching resources available in the market and create lesson plans and teaching and learning resources by applying relevant knowledge and research findings. The participants will develop different academic skills such as analysing and interpreting research findings, presenting arguments, and presenting a topic in the form of an oral presentation.
Type of course
Mode
Course coordinators
Learning outcomes
Knowledge
The graduate has in-depth familiarity with:
- K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics in the area of differentiated instruction in foreign language teaching
- K_W04 concepts and principles concerning the protection of intellectual property and copyright
Abilities
The graduate is able to:
- K_U01 apply the advanced terminology, theories and methods of linguistic research to solve complex and original research problems in the area of differentiated instruction in foreign language teaching
- K_U04 apply the concepts and principles of intellectual property protection and copyright law
Social competences
The graduate is ready to:
- K_K01 critically appraise their knowledge and content obtained from various sources in the area of differentiated instruction in foreign language teaching
- K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required in the area of differentiated instruction in foreign language teaching
Assessment criteria
The final grade is calculated based on:
- writing tasks during the course (50% of the mark),
- the final exam (50%).
Two absences are allowed.
Bibliography
• Blaz, D. (2006). Differentiated Instruction: A Guide for World Language Teachers (2nd ed.). New York: Routledge.
• Hall. T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom : practical applications. London : Guilford Press.
• Lantolf, J. & Poehner, M. (2013). The unfairness of equal treatment: objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2-3), 141-157.
• McCombs, B. L., & Miller, L. (2009). The school leaders guide to learner-centered education: From complexity to simplicity. Thousand Oaks, CA: Corwin Press.
• Poehner, M. (2009). Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly ,43(3), 471-491.
• Poehner, M., & Infante, P. (2017). Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities. TESOL Quarterly, 51(2), 332-357.
• Differentiation in the Modern Languages Classroom. eds Manuel
• Raya, J. & Lamb, T. (2003). Differentiation in the Modern Languages Classroom. Frankfurt am Main: Peter Lang.
• Rose, T. (2016). The End of Average: How to Succeed in a World That Values Sameness. HarperOne.
• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms, 2nd ed. Alexandria: Association for Supervision and Curriculum Development.
• Tomlinson, C.A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: