126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2023S)

3.00 ECTS (2.00 SWS), SPL 12 - Anglistik

Prüfungsimmanente Lehrveranstaltung

Moodle

An/Abmeldung

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

Anmeldung von Mo 13.02.2023 00:00 bis Di 21.02.2023 12:00
Anmeldung von Mi 01.03.2023 12:00 bis Mo 13.03.2023 12:00
Abmeldung bis Fr 31.03.2023 23:59

Details

max. 17 Teilnehmer*innen

Sprache: Englisch

Lehrende

Judit Dolgosne Kormos

Termine (iCal) - nächster Termin ist mit N markiert

The course will only start on 30 March, with the first session taking place on Thursday, 30 March, 14:15-15:45. After that, the course will continue on a regular basis at the times indicated above, with an additional session on 13th May (Saturday, 9:30 to 13:00). An online self-study unit will need to be completed between 1st of and 14th of June.

    
    Donnerstag
    30.03.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Donnerstag
    20.04.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Donnerstag
    27.04.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Donnerstag
    04.05.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Donnerstag
    11.05.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Samstag
    13.05.
    09:30 - 13:00
    Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
    
    Donnerstag
    25.05.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Donnerstag
    01.06.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Donnerstag
    15.06.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
    
    Donnerstag
    22.06.
    14:15 - 15:45
    Raum 3 Anglistik UniCampus Hof 8 3E-EG-13

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

This course aims to increase awareness of the needs of students with specific learning differences when acquiring another language. It provides the necessary theoretical background to help you understand the nature of the various specific learning difficulties and the underlying principles of effective instructional programs. The module equips you with a repertoire of practical teaching and assessment techniques for the inclusive classroom.
In the course you will also evaluate resources used in teaching languages to students with learning difficulties and design language teaching tasks that meet the needs of students with different ability profiles.
This course aims to increase awareness of the needs of students with specific learning differences when acquiring another language. It provides the necessary theoretical background to help you understand the nature of the various specific learning difficulties and the underlying principles of effective instructional programs. The module equips you with a repertoire of practical teaching and assessment techniques for the inclusive classroom.
In the course you will also evaluate resources used in teaching languages to students with learning difficulties and design language teaching tasks that meet the needs of students with different ability profiles.

Planned topics:
1. Introduction and discourses of disability
2. What are Specific Learning Difficulties?
3. Identifying specific learning difficulties in multilingual contexts:
4. The impact of SpLDs on learning additional languages
5. General principles of inclusive education and multisensory structured learning
6. Using digital technology to teach students with SpLDs
7. Teaching spelling and pronunciation in an inclusive classroom
8. Teaching vocabulary and grammar in an inclusive classroom
9. Teaching reading and writing in an inclusive classroom
10. Adapting language teaching tasks and materials to meet the diverse needs of students
11. Teaching listening and speaking in an inclusive classroom- Peer teaching and presentation
12. Fairness and universal design in language assessment:
13. Supporting self-regulation of learning

Art der Leistungskontrolle und erlaubte Hilfsmittel

Continuous assessment

Mindestanforderungen und Beurteilungsmaßstab

Active participation: 20%
Group work (peer teaching and presentation): 30%
Portfolio: Digital learning tool presentation and analysis (multi-modal): 10%; Critical materials analysis and adaptation (choice between narrated academic PPT or written essay): 40% -Total 50%
Attendance is obligatory (max. 2 absences)
A maximum of 100 points can be achieved.
0-59 = Nicht genügend
60-69= Genügend
70 -79= Befriedigend
80 - 89= Gut
90-100 = Sehr gut

Prüfungsstoff

Continuous assessment

Literatur

Delaney, M., & Farley, S. (2016). Special Educational Needs-Into the Classroom. Oxford University Press.
Kormos, J. (2016). The second language learning processes of students with specific learning difficulties. Routledge.
Kormos, J., & Smith, A. M. (2011). Teaching languages to learners with specific learning difficulties. Clevedon: Multilingual Matters.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.

Zuordnung im Vorlesungsverzeichnis

Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811

Letzte Änderung: Fr 10.03.2023 20:08