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120003 SE MEd 03: SE Applied Research Seminar (2021W)

Neurodiversity and ELT: researching and supporting individual learning trajectories

4.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Prüfungsimmanente Lehrveranstaltung
VOR-ORT

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 19 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

Donnerstag 14.10. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 21.10. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 28.10. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 04.11. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 11.11. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 18.11. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 25.11. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 02.12. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 09.12. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 16.12. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 13.01. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 20.01. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag 27.01. 16:15 - 17:45 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Title: Neurodiversity and ELT: researching and supporting individual learning trajectories

This seminar will provide, firstly, a concise overview of research methods in English language learning, teaching and teacher education research in the form of teacher input and short presentations by (pairs of) students. This part will amount to around 25% of the seminar.
Secondly, students will engage actively in inquiry-based learning about and for inclusive English as a Foreign Language (EFL) education; this part will amount to around 75% of the seminar. In focused research projects, students are going to listen to the voices of neurodivergent learners, i.e., learners with AD(H)D, Austism, and Dyslexia. We will explore the principles of the neurodiversity movement and its relation to more general issues of inclusion and focus on the individual learner in the context of EFL language teaching. On a methodological level, students will gain theoretical and practical training in conducting interviews and in qualitative content analysis as a means of making sense of these data.
Through conducting and analysing interviews with neurodivergent learners and their teachers, students in this seminar will gain insights into the specificities of inclusive settings of formal EFL education.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Successful completion of this course requires students to
• Give a brief presentation on a research method used in English language, learning, teacher and teacher education research (15 points)
• Complete ongoing tasks and participate during class (10 points)
• Complete preparation tasks for and conduct one interview with a (neurodivergent) student or a teacher of neurodivergent students (15 points)
• Transcribe this interview (10 points)
• (in pairs) Prepare research questions and analyse a selection of collected interviews within Qualitative Content Analysis and present a written report (40 points)
• Complete a selection of short reflective tasks on the experience of conducting this research (10 points)

Mindestanforderungen und Beurteilungsmaßstab

Attendance is obligatory (max. 2 absences)
A maximum of 100 points can be achieved.
0 to 59 points: Nicht Genügend (Fail)
60-69 points: Genügend (Pass)
70-79 points: Befriedigend (Satisfactory)
80-89 points: Gut (good)
90-100 points: Sehr gut (Excellent)

Prüfungsstoff

There is no sit-down exam. Understanding of the content matter and methods presented is shown through successful completion of assignments.

Literatur

Preliminary references:
Armstrong, T. (2012). Neurodiversity in the Classroom: Strength-based Strategies to Help Students with Special Needs Succeed in School and Life. ASCD
Fletcher-Watson, Sue & Francesca Happé. 2019. Autism: A new introduction to psychological theory and current debate. London: Routledge
Flick, U. (2014). An introduction to qualitative research (5.th ed.). Los Angeles, Calif. [u.a.]: Sage.
Kormos, J., & Smith, A. (2012). Teaching languages to students with specific learning differences (MM textbooks). Bristol :: Multilingual Matters.
Kvale, S. (2005). InterViews : An introduction to qualitative research interviewing (14. [print.]. ed.). Thousand Oaks, Calif. [u.a.]: Sage Publ.
Lichtman, M. (2006). Qualitative research in education : A user's guide. Thousand Oaks [u.a.]: Sage Publ.

Zuordnung im Vorlesungsverzeichnis

Studium: MEd 046/507
Code/Modul: MEd 03
Lehrinhalt: 12-4830

Letzte Änderung: Mi 22.09.2021 21:08