126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2023S)
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 13.02.2023 00:00 to Tu 21.02.2023 12:00
- Registration is open from We 01.03.2023 12:00 to Mo 13.03.2023 12:00
- Deregistration possible until Fr 31.03.2023 23:59
Details
max. 17 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
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.
Thursday
30.03.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Thursday
20.04.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Thursday
27.04.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Thursday
04.05.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Thursday
11.05.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Saturday
13.05.
09:30 - 13:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
25.05.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Thursday
01.06.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Thursday
15.06.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Thursday
22.06.
14:15 - 15:45
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Information
Aims, contents and method of the course
Assessment and permitted materials
Continuous assessment
Minimum requirements and assessment criteria
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
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
Examination topics
Continuous assessment
Reading list
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.
Gerlach, D. (2019). Lese-Rechtschreib-Schwierigkeiten (LRS) im Fremdsprachenunterricht. Tübingen: Narr Francke.
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.
Gerlach, D. (2019). Lese-Rechtschreib-Schwierigkeiten (LRS) im Fremdsprachenunterricht. Tübingen: Narr Francke.
Association in the course directory
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: Fr 10.03.2023 20:08
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