120003 SE MEd 03: SE Applied Research Seminar (2023W)
Inclusion in ELT: researching and supporting individual learning trajectories
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 11.09.2023 00:00 to Mo 25.09.2023 12:00
- Deregistration possible until Tu 31.10.2023 23:59
Details
max. 20 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Thursday 05.10. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 12.10. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 19.10. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 09.11. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 16.11. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 23.11. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 30.11. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 07.12. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 14.12. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 11.01. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 18.01. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Thursday 25.01. 14:15 - 15:45 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Information
Aims, contents and method of the course
Assessment and permitted materials
In order to successfully complete the course, students have to do all of the following:
A. Participate actively in class plus timely completion of tasks, incl one methods presentation (40 points in total)
B. Research project (60 points in total) – partly group work, partly individual work
Both parts (A+B) have to reach at least 50% of max points (A=20, B=30) for a pass grade.
A. Participate actively in class plus timely completion of tasks, incl one methods presentation (40 points in total)
B. Research project (60 points in total) – partly group work, partly individual work
Both parts (A+B) have to reach at least 50% of max points (A=20, B=30) for a pass grade.
Minimum requirements and assessment criteria
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
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
Examination topics
A: completion of set reading in class and short (online) tasks on research methodology in general, and specifically on the topic area of Neurodiversity/Inclusion and ELT, active participation in class, including in group and pair work,
B: Collection of data on the learning experience of individuals in inclusive ELT (mostly interview), including preparation of data collection instrument, actual data gathering and preparation (transcription) (individual or pair work)
Paper based on empirical study, using (shared) data set, on chosen topic of inclusive ELT with applications for teaching practice (individual work) - 3500 words
B: Collection of data on the learning experience of individuals in inclusive ELT (mostly interview), including preparation of data collection instrument, actual data gathering and preparation (transcription) (individual or pair work)
Paper based on empirical study, using (shared) data set, on chosen topic of inclusive ELT with applications for teaching practice (individual work) - 3500 words
Reading list
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.
Stadler-Heer, S. (2019). "Key concept: inclusion." English Language Teaching Journal. 73:2, 219-222. Open Access Publication: https://academic.oup.com/eltj/article/73/2/219/5382606
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.
Stadler-Heer, S. (2019). "Key concept: inclusion." English Language Teaching Journal. 73:2, 219-222. Open Access Publication: https://academic.oup.com/eltj/article/73/2/219/5382606
Association in the course directory
Studium: MEd 046/507
Code/Modul: MEd 03
Lehrinhalt: 12-4830
Code/Modul: MEd 03
Lehrinhalt: 12-4830
Last modified: Mo 11.09.2023 16:07
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 learning about and for inclusive English as a Foreign Language (EFL) education; this part will amount to around 75% of the seminar. While diversity covers an immense range of areas, we will focus in this seminar on aspects related to neurodiversity. In focused research projects, students are going to focus on the educational experiences of learners with AD(H)D, Autism, and Dyslexia (or other forms of specific learning differences).
On the level of theoretical engagement, we will explore general issues of creating an inclusive ELT classroom, challenges between standardization, individualization and inclusion, as well as the diverse means in which neurodiversity is considered by diverse groups of people (researchers, educators, neurodivergent individuals, etc.) 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 stakeholders of inclusive ELT (teachers, students, mentors, experts) in this seminar will gain insights into the specificities of inclusive settings of formal EFL education.