Teaching foreign languages to learners with diverse educational needs 4100-3SNJOUzRPE

This course provides a theoretical and conceptual foundation for understanding the challenges of contemporary language education within the context of increasing diversity among learner groups and the imperatives of inclusive education. The aim of the lecture is to convey advanced academic knowledge regarding the legal, psychological, and glottodidactic foundations of inclusion, with a particular focus on implementing the concept of Universal Design for Learning (UDL) in language teaching. The course analyses the cognitive, emotional, and social determinants of second language acquisition (SLA) processes in individuals with diverse learning profiles, paying special attention to neurodiversity—encompassing specific learning differences such as dyslexia, as well as the autism spectrum and ADHD. The lecture presents the glottodidactic foundations of inclusion, demonstrating how the principles of providing comprehensible input, applying cognitive scaffolding, lowering the affective filter, and reducing language anxiety translate into neutralising barriers to accessing linguistic knowledge. Course participants explore the theoretical assumptions of multimodal and multisensory approaches and modern models of formative and ipsative assessment, which allow for a reliable evaluation of students' language competencies while accounting for their individual capacities. Furthermore, the lecture provides knowledge regarding the criteria for identifying communicative, methodological, and digital barriers in educational settings, as well as mechanisms for implementing reasonable accommodations in teaching content, methods, and instructional formats. Overall, the course serves to foster mature academic reflection, present diversity as a natural norm within the classroom, and build future teachers' ethical responsibility for creating an accessible, flexible, and supportive glottodidactic environment.

Teaching foreign languages to learners with diverse educational needs is a multi-semester course delivered over two semesters in the form of lectures totalling 30 hours (15 hours per semester in the third and fourth semesters). Classes are conducted remotely in a synchronous format. Successful completion (earning a passing grade) of the previous semester of this course is a prerequisite for progressing to the next semester (in the sequence specified in the study program).

The course belongs to a group of subjects with an in-depth disciplinary scope that provide the theoretical foundations of the curriculum. It is assigned to the discipline of linguistics. Successful completion of all prior courses assigned to the discipline of linguistics, in accordance with the study program, is required.

Lecture topics covering two semesters:
– Legal, social, and ethical foundations of inclusive education in foreign language teaching.
–Models of disability: medical, social, biopsychosocial, and human rights model.
– The neurodiversity paradigm in foreign language teaching: Concepts, classifications, and theoretical models.
– Psychological and cognitive determinants of second language acquisition (SLA) in learners with diverse learning profiles.
– Specific learning difficulties (SpLD) and foreign language learning: Dyslexia, dysgraphia, and dyspraxia.
– Autism spectrum and ADHD in the language classroom: Specifics of cognitive and socio-emotional functioning.
– Developmental language disorder (DLD) and language communication disorders in language education.
– Universal Design for Learning (UDL) as a theoretical framework in language education.
– Identifying and removing communicative, methodological, and digital barriers in the school environment.
– Multisensory approach and multimodal presentation of language material.
– Inclusive evaluation models: Assumptions and the role of formative assessment in the diverse classroom. Ipsative assessment and adaptations of language assessment formats.
– Teacher's ethical responsibility and self-awareness in building an accessible and barrier-free language learning environment.

Term 2026Z:

Course coordinators

Joanna Nijakowska

Type of course

obligatory courses

Requirements

(in Polish) Kompetencja i biegłość językowa
(in Polish) Teorie i procesy przyswajania języków
(in Polish) Współczesne metody nauczania języków
(in Polish) Wstęp do językoznawstwa

Mode

Remote learning

Learning outcomes

Course learning outcomes (P) and corresponding program learning outcomes (K):

Knowledge — the student knows and understands:
P_W01: The student knows and explains the theoretical and legal foundations of inclusive education, the principles of Universal Design for Learning (UDL), and the glottodidactic determinants of foreign language acquisition by learners with diverse educational needs, with a particular focus on neurodiversity. (K_W18, K_W28)
P_W02: The student characterizes and classifies instructional methods as well as principles for selecting traditional and digital teaching tools (including online resources) supporting the development of language skills within the context of differentiating requirements and work formats. (K_W28, K_W18)

Skills — the student is able to:
P_U01: The student is able to analyze the specific linguistic needs of learners with learning difficulties and select appropriate instructional strategies, supportive tools, and formats for adapting the foreign language learning environment in accordance with the principles of inclusion and UDL. (K_U03, K_W28)
P_U02: The student is able to identify their own knowledge needs in the field of inclusive pedagogy and independently plan further professional development and lifelong learning in working with neurodivergent individuals. (K_U13)

Social competences — the student is ready to:
P_K01: The student is ready to responsibly fulfill the role of a foreign language teacher, adhere to universal ethical principles, foster respect for diversity, and uphold the dignity of every learner in the educational process. (K_K05)
P_K02: The student is ready to make well-considered decisions regarding the organization of the inclusive education process, critically evaluate their own capabilities, and consult complex methodological issues with specialists. (K_K02, K_K08)

Assessment criteria

1. Conditions for passing the course
The conditions for being admitted to the final course assessment are:
– attendance at classes (1 absence is permitted; unexcused absences exceeding this limit result in an NK grade and the requirement to retake the course),
– timely completion of all compulsory written and/or oral assignments carried out during classes and on the e-learning platform.
The final grade is determined on the basis of the assessment methods and criteria described below in sections 2, 3 and 4.

The use of AI tools and technologies supporting language processing is permitted only insofar as it does not interfere with the achievement of the intended learning outcomes, with the instructor’s consent, after agreeing on the scope of their use and subject to the submission of a written declaration. The use of AI tools without the instructor’s consent is treated as a breach of the principles of independent work and results in a failing grade.

2. Assessment methods
An average of the grades obtained for written assignments – mid-semester quizzes checking knowledge of concepts, classifications, objectives, techniques and instructional solutions,
- learning outcomes assessed: K_W18, K_W28, K_U03, K_U13, K_K02, K_K05, K_K08.

3. Assessment criteria
Assessment criteria for the quizzes:
- accuracy of the answers,
- completeness of the answers.
The assessment criteria for each quiz are applied jointly. All criteria must be met to at least a satisfactory degree. Each quiz is graded in accordance with the applicable scoring system and grading scale.

4. Grading scale
The threshold for obtaining a passing grade and passing the course is a minimum score of 60% on each quiz.
90–100% → very good (5,0)
85–89% → good plus (4,5)
75–84% → good (4,0)
70–74% → satisfactory plus (3,5)
60–69% → satisfactory (3,0)
0–59% → fail (2,0)

Practical placement

Not applicable.

Bibliography

Compulsory reading:
- Kormos, J., & Smith, A. M. (2024). Teaching languages to students with specific learning differences (2nd ed.). Multilingual Matters.
- Kormos, J., & Indrarathne, B. (2025). Specific learning differences in learning, teaching, and assessing additional languages. Language Teaching, 1–25.
- Kałdonek-Crnjaković, A., & Nijakowska, J. (in press). Neurodiverse students – ASD, ADHD, and Tourette’s syndrome. In K. R. Mahan & D. Tsagari (Eds.),
- Inclusive instruction and assessment in TESOL: Strategies for teaching diverse learners. Routledge.
- Nijakowska, J. (in press). Neurodiverse multilingual learners with specific learning disorder (SLD), developmental language disorder (DLD), and speech sound disorder (SSD). In K. R. Mahan & D. Tsagari (Eds.), Inclusive instruction and assessment in TESOL: Strategies for teaching diverse learners. Routledge.
- Materials provided by the instructor for classes and uploaded to the e-learning platform.

Supplementary reading:
- Cirocki, A., Indrarathne, B., & McCulloch, S. (Eds.). (2023). Cognitive and educational psychology for TESOL: A guide for practitioners. Springer.
- Floyd, K. K., Jeffs, T., & Puckett, K. S. (2024). Assistive technology and Universal Design for Learning: Toolkits for inclusive instruction. Plural Publishing.
- Instytut Badań Edukacyjnych. (2024). Projektowanie uniwersalne w edukacji: Poradnik dla nauczycieli i nauczycielek. Instytut Badań Edukacyjnych.
- Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. Routledge.

Term 2026Z:

Notes

Term 2026Z:

Classes are conducted remotely in a synchronous format.

Successful completion (earning a passing grade) of the previous semester of this course is a prerequisite for progressing to the next semester (in the sequence specified in the study programme).

Successful completion of all prior courses assigned to the discipline of linguistics, in accordance with the study programme, is required.