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 third semester: conducting the study, preparing the final version of the theoretical part
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge: the graduate has in-depth familiarity with
K_W02 advanced principles of linguistic research design, in particular the principles of method and tool selection in formulating research problems and testing hypotheses
K_W04 concepts and principles concerning the protection of intellectual property and copyright
Abilities: the graduate is able to
K_U02 apply advanced principles of linguistic research design, 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_U03 use structures, lexis and language conventions appropriate to the communicative situation (e.g. holding a public debate, giving an academic presentation, etc.) in spoken and written English at the minimum level C2 according to the Common European Framework of Reference for Languages
K_U04 apply the concepts and principles of intellectual property protection and copyright law
K_U07 use modern technology to acquire knowledge and communicate through a variety of communication channels and techniques
K_U08 plan and organize individual and team work in order to achieve desired objectives effectively
Social competences: the graduate is ready to
K_K01 critically appraise their knowledge and content obtained from various sources
K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required
K_K03 fulfill social obligations, co-organize activities for the benefit of the social environment
K_K04 initiate action in the public interest, think and act entrepreneurially
K_K05 perform professional roles responsibly, including:
- set high standards of work ethics for themselves and for others
- cultivate the traditions and appreciate the achievements of one’s profession
- observe and develop professional ethics in accordance with their chosen specialization (and educational pathway) within English Studies
Assessment criteria
The third semester: conducting the research study and the submission of the final version of the theoretical chapters
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025 https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
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.