FOREIGN LANGUAGE TEACHING FOR STUDENTS WITH SPECIFIC LEARNING DIFFERENCES
Learning outcomes of the course unit
KNOWLEDGE AND UNDERSTANDING
- Knowing the main features and profiles of learners with Specific Learning Differences (SLD).
- Understainding the nature and the manifestations of SLDs in language development.
- Knowing the theoretical and methodological foundations for effective language teaching to learners with SLD.
APPLYING KNOWLEDGE AND UNDERSTANDING
- Applying the notions about SLD in order to assess the degree of accessibility of approaches, methods and materials for language learning.
- Applying the key-concepts of language teaching accessibility to case studies.
- Identifying the differences, the pros and cons of the various language teaching approaches in case of learners with SLD.
- Critically analyzing complex teaching situations and formulating hypotheses for effective teaching interventions.
- Presenting one's personal analysis of a topic in a comprehensible and effective way.
- Supporting one's opinion on the basis of the course contents.
- Developing reflection skills, assessment and self-assessment skills.
The course require some background in the field of Educational Linguistics. The instructor will suggest some extra readings to those students who have not previously attended any courses in this area.
Course contents summary
The course can be ideally divided into two parts. In the first part, the prototypical profiles of learners with Specific Learning Differences (such as dyslexia) are discussed, with particular references to their difficulties when it comes to learning a foreign language. The second part of the course covers the methodological tools for planning individualized linguistic support interventions and classroom-based learning units that are inclusive for this type of students.
Daloiso M. (2017) Supporting Learners with Dyslexia in the ELT Classroom, Oxford University Press.
Further readings and materials are available on the Moodle platform.
Lectures, interactive classes and workshops.
Assessment methods and criteria
There will be a written examination which will last 2 hours. THe exam is divided into two parts: the first part consists of multiple-choice questions to test the student's knowledge and understanding of the key-notions covered during the course; the second part consists of practical activities, such as the analysis of experiences, materials and case studies in order to test the student's ability to apply the contents of the course, critical thinking skills as well as communicative skills.
A fail is determined by the lack of an understanding of the minimum content of the course, the inability to express oneself adequately, by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. A pass (18-23/30) is determined by the student’s possession of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above.
The course is provided in a blended mode, so there are no extra readings for those students who cannot attend in-presence classes.
The course also covers the key-topics necessary to prepare for the certification in Language Learning Expert (www.elicom.unipr.it). Those students who are interested in the certification need to speak to prof. Daloiso.