Special Educational Needs. Strategy and Differentiated Instruction in English as a Foreign and Second Language - MA Seminar 3 3301-JSS3KAŁD
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
Mode
Learning outcomes
Knowledge:
Students
- know the terminology used in applied linguistics at the advanced level;
- know research methodology in applied linguistics;
- have extensive knowledge about designing research in the field of applied linguistics, in particular about problems, methods, techniques and research tools;
- knows and understands well the concepts and principles of intellectual property and copyright protection.
Skills:
Students:
- can use the terminology of applied linguistics effectively;
- can apply the methodology of applied linguistics at an advanced level;
- can effectively present the acquired knowledge orally and in writing;
- can analyse research findings, plan and conduct their own research projects;
- can formulate the research problem and effectively determine the appropriate method.
Education at language level B2+
In class discussions students acquire skills of expressing their thoughts in a clear, coherent, logical and precise manner, with the use of language which is correct grammatically, lexically and phonetically.
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
The form and criteria of the assessment may change depending on the current epidemic situation. Equivalent credit conditions will be established in consultation with the course participants and in accordance with the guidelines in force at the University of Warsaw.
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: