Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language - MA Seminar 1 3301-JSS1KAŁD
The thematic scope of the seminar concerns Special Educational Needs (SEN) and approaches to strategy and differentiated instruction in English as a foreign and second language. Students will broaden their knowledge of these topics and learn about research carried out in these fields to determine the topic of their MA thesis and conduct their own research.
Participants will also learn about research methodology, including the quantitative and qualitative approach. They will acquire knowledge and skills such as planning a research study, formulating research goals and questions, collecting and analysing data, and learn how to interpret their findings.
Examples of topics covered in MA theses are as follows:
- language skills development in students with specific learning difficulties;
- the impact of SEN on developing language skills;
- teachers’ knowledge, competences, attitudes and beliefs (SEN, learning strategies, differentiation);
- learner and teacher emotions in the context of learning strategies and special educational needs;
- the Multisensory Structured Learning approach;
- Dynamic Assessment;
- Universal Design for Learning;
- language learning strategy instruction;
- examples of differentiated approaches;
- language learning strategies and individual differences, in particular spelling and reading strategies.
Forms of work during the seminar are: presentations, discussions, and the analysis of MA dissertation examples and articles.
MA theses in the thematic scope of this seminar are based on students’ own empirical research.
The first semester: presentations of a research study/topic in a given subject area, discussion of methodological issues and the structure of the thesis; students determine the topic of their dissertation
The second semester: academic language (in reference to CLIL1), planning a research study, collecting sources (bibliography), and drafting the first version of the theoretical part
The third semester: conducting the study, preparing the final version of the theoretical part
The fourth semester: writing up the results of the study and conclusions; final proofreading
Type of course
Mode
Course coordinators
Learning outcomes
Knowledge
Students will be able to:
- Identify and characterize on an advanced level the place and status of linguistics within the humanities regarding special educational needs, learning strategies, and differentiated instruction (K_W01);
- Describe on an advanced level the current trends in linguistic research within English studies regarding special educational needs, learning strategies, and differentiated instruction (K_W02);
- Characterize on an advanced level the principles of research design in linguistics, with special focus on the application of methods and tools in formulating research problems and testing hypotheses regarding special educational needs, learning strategies, and differentiated instruction (K_W04);
- Identify the notions and principles pertinent to intellectual property and copyright (K_W05).
Abilities
Students will be able to:
- Apply advanced terminology and notions pertinent to the discipline of linguistics, including those regarding special educational needs, learning strategies, and differentiated instruction (K_U01);
- Apply advanced research methodology within linguistics and English studies regarding special educational needs, learning strategies, and differentiated instruction, respecting ethical norms and copyright law (K_U02);
- Apply knowledge obtained during the course of studies to account for and solve a problem, thereby completing a research task related to the discipline linguistics regarding special educational needs, learning strategies, and differentiated instruction (K_U03);
- Apply the concepts and principles of intellectual property protection and copyright law (K_U04);
- Discern alternative methodological paradigms within a discipline, especially those regarding special educational needs, learning strategies, and differentiated instruction (K_U05);
- Find information in various sources and critically assess its usefulness for research related to the topic of the MA project, i.e. special educational needs, learning strategies, and differentiated instruction (K_U06);
- Use modern technology in the process of learning and communicating with academic teachers, colleagues, representatives of various institutions and fellow participants in classes and projects, applying various channels and techniques of communication (K_U07);
- Present knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, ensuring an appropriate register and form (K_U09);
Social competences
Students will be ready to:
- Critically appraise their knowledge and content obtained from various sources (K_K01);
- Recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required (K_K02).
Assessment criteria
The first semester: a presentation and deciding on the topic of the thesis (the title of the thesis)
The second semester: the plan of their own research study, bibliography, submission of the first version of the theoretical part
The third semester: conducting the research study and the submission of the final version of the theoretical chapters
The fourth semester: research results and conclusions written up – the final version of the dissertation submitted
Bibliography
Mandatory:
Rose, H., McKinley, J., & Briggs Baffoe-Djan, J. (2020). Data collection research methods in applied linguistics. London: Bloomsbury Academic.
Other (depending on the topic of the MA dissertation; examples):
- Blaz, D. (2006). Differentiated Instruction: A Guide for World Language Teachers (2nd ed.). New York: Routledge.
- Chamot, A.U. & Harris, V. (eds) (2019). Learning Strategy Instruction in the Language Classroom: Issues and Implementation. Bristol: Multilingual Matters.
- Cohen, A., & Macaro, E. (2007). Language Learner Strategies: 30 Years of Research and Practice. Oxford: OUP
- Hall. T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: practical applications. London: Guilford Press.
- Kostoulas, A. & Mercer, S. (eds) (2018). Language Teacher Psychology. Blue Ridge Summit, PA: Multilingual Matters.
- Kormos, J. (2017). The Second Language Processes of Students with Specific Learning Difficulties. New York: Routledge.
- Kormos, J. & Kontra, E.H. (2008), Language learners with special needs. Bristol: Multilingual Matters.
- Kormos, J. & Smith, A.M. (2012). Teaching Languages to Students with Specific Learning Differences. Multilingual Matters.
- Little, D., Dam, L., & Legenhausen, L. (2017). Language Learner Autonomy. Theory, Practice and Research. Multilingual Matters.
- McCombs, B. L., & Miller, L. (2009). The school leaders guide to learner-centered education: From complexity to simplicity. Thousand Oaks, CA: Corwin Press.
- Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
- Oxford, R.L. (2017). Teaching and Researching Language Learning Strategies. Self-regulation in Context (2nd ed.). Routledge.
- Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. NY: David Fulton Publishers.
- Schneider, E., & Ganschow, L. (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia, 6(1), 72-82.
- Poehner, M. (2009). Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly, 43(3), 471-491.
- DSM-5 (2013). APA
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: