Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language - MA Seminar 2 3301-JSS2KAŁD
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;
- teacher psychology – teachers’ knowledge, competences, attitudes and beliefs (SEN, learning strategies, differentiation);
- the Multisensory Structured Learning approach;
- Dynamic Assessment;
- 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 research in a given subject area, discussion of methodological issues and the structure of the thesis, academic language (in reference to CLIL1); students determine the topic of their dissertation
The second semester: 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
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 on topics related to Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language
- K_W02 advanced principles of linguistic research design, in particular the principles of method and tool selection in formulating research problems and testing hypotheses on topics related to Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language
- K_W04 concepts and principles concerning the protection of intellectual property and copyright
- K_W05 economic, legal, ethical and other conditions of the various professional activities related to the field of study linguistics
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 on topics related to Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language
- K_U02 apply advanced principles of linguistic research design on topics related to Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language, and in particular is able to:
- select appropriate sources, methods and tools
- critically analyze and synthesize the current state of research in the discipline
- interpret and present the results obtained
using advanced information and communication techniques
- K_U04 apply the concepts and principles of intellectual property protection and copyright law
- K_U05 apply the knowledge of economic, legal, ethical and other conditions of various professional activities related to the field of study linguistics
- K_U07 use modern technology to acquire knowledge and communicate through a variety of communication channels and techniques
- K_U09 design their own development path and guide others in so doing
Social competences
The graduate is ready to:
- K_K01 critically appraise their knowledge and content obtained from various sources on topics related to Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language
- K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required on topics related to Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language
Assessment criteria
The first semester: an essay 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:
Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press
Paltridge, B. & Phakiti, A. (eds) (2015). Research methods in applied linguistics: a practical resource. 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.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: