Teaching English as a Foreign Language to Learners with Special Educational Needs 3301-JS2913
The term Special Educational Needs (SEN) concerns various developmental difficulties and disabilities. The most common ones are Specific Learning Difficulties (SpLD), which include developmental dyslexia, that is a difficulty in reading and writing, dyspraxia, which is characterised by poor performance of movements, and attention deficit and hyperactivity disorder (ADHD). Other SEN include Specific Language Impairment, Down and Asperger’s syndrome, and sensory impairments.
Since learners with SEN process, organise, store, and retrieve information differently, they usually experience difficulties in learning a foreign language. Therefore, teachers need to consider various teaching approaches and accommodations to cater for the specific needs of these students.
The aim of the course is to make the participants familiar with different types of SEN and how to teach English as a foreign language (EFL) to learners with SEN. Consequently, the teachers will know how to make their EFL class fully inclusive by employing adequate teaching approaches and accommodations. The course seeks answers to the following questions: How do SEN affect the development of language skills in EFL?, What are most effective teaching approaches for students with SEN?, What classroom accommodations should the teacher consider?, How to teach listening, speaking, reading, and writing skills to SEN students?, How to teach grammar, vocabulary, and spelling?, How to differentiate resources and activities for students with SEN so that they make the expected progress?
Other related topics will be discussed such as an inclusive model of education, psychological aspects of learning difficulties, the importance of the age factor, formal assessment for SEN, and the legal framework regarding SEN in different countries.
The course aims at combining theoretical concepts with classroom practice. The course participants, for example, will evaluate teaching resources available in the market in regard to the recommended teaching approaches and accommodations and create lesson plans and teaching and learning resources by applying relevant knowledge and research findings. Students will also develop different academic skills such as analysing and interpreting research findings, presenting arguments, and presenting a topic in a form of an oral presentation.
Type of course
Mode
Course coordinators
Learning outcomes
Knowledge: the graduate will be able to
Identify and characterize on an advanced level the place and status of linguistics within the humanities in regard to the topics concerning special educational needs (K_W01)
Describe on an advanced level the current trends in linguistic research within English studies in regard to the topics concerning special educational needs (K_W09)
Abilities: the graduate is able to
Apply advanced terminology and notions pertinent to linguistics in regard to the topics concerning special educational needs (K_U01)
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 in regard to the topics concerning special educational needs (K_U03)
Analyze linguistic phenomena and draw generalizations on their basis in the context of different factors on an advanced level in regard to the topics concerning special educational needs (K_U04)
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)
Participate in group projects, collaborate with others and be a team leader in conducting collaborative research, presentations and other tasks included in the curriculum (K_U08)
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: the graduate is ready to
Take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic settings related to the disciplines included on the curriculum of English studies (K_K03)
Assess critically one’s own knowledge and skills related to the studies (K_K04)
Assessment criteria
The final grade is calculated based on:
- a group work - a presentation in PowerPoint (50% of the mark),
- Questionnaire – to be filled in at the end of the course
- a final essay (50%).
Attendance - min. 80%
Re-sit examination - rewriting the work(s) for which the student has received an unsatisfactory grade.
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
Kormos, J. (2017). The Second Language Processes of Students with Specific Learning Difficulties. New York: Routledge.
Kormos, J. & Smith, A.M. (2012). Teaching Languages to Students with Specific Learning Differences. Multilingual Matters.
Kormos, J. & Kontra, E.H. (2008), Language learners with special needs. Bristol: Multilingual Matters.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. NY: David Fulton Publishers.
http://www.dystefl.eu/
DSM-5 (2013). APA
Participants will be provided with additional resources – excerpts from books and articles, depending on the topic they will be presenting.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: