126232 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2024S)
Inclusive language teaching for students with specific learning differences
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 12.02.2024 00:00 to Mo 19.02.2024 12:00
- Deregistration possible until Su 31.03.2024 23:59
Details
max. 15 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Classes on the following dates are held online:
19th March
30th April
21st May
Tuesday
19.03.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
09.04.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
16.04.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
23.04.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
30.04.
16:15 - 17:45
Digital
N
Tuesday
07.05.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
14.05.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
21.05.
16:15 - 17:45
Digital
Tuesday
28.05.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
04.06.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
11.06.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
18.06.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Tuesday
25.06.
16:15 - 17:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
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. (2023). Teaching languages to learners with specific learning difficulties. Multilingual Matters.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Multilingual Matters.
Kormos, J. (2016). The second language learning processes of students with specific learning difficulties. Routledge.
Kormos, J., & Smith, A. M. (2023). Teaching languages to learners with specific learning difficulties. Multilingual Matters.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Multilingual Matters.
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: We 24.04.2024 11:05
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
12. Fairness and universal design in language assessment
13. Supporting self-regulation of learning