AJU2106 Approaching individual differences in English language classrooms

Faculty of Arts
Spring 2023
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Jitka Sedláčková, Ph.D. (lecturer)
Guaranteed by
Mgr. Jitka Sedláčková, Ph.D.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Supplier department: Department of English and American Studies – Faculty of Arts
Timetable
Wed 12:00–13:40 G32
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 6/20, only registered: 0/20
fields of study / plans the course is directly associated with
there are 8 fields of study the course is directly associated with, display
Course objectives
The aim of the course is to deepen students’ knowledge of individual learning differences (ILDs) and special needs (SNs) in EFL learning and teaching at the theoretical as well as practical levels. Students will learn to recognize manifestations of problems caused by ILDs and SNs in an English language classroom. Next, students will be led to consider the possible ways of integrating learners’ ILDs and choosing and adapting teaching materials and assessment methods appropriately. The course will introduce practical examples of problems as well as solving processes in upper-secondary school practice.
Learning outcomes
After completing the course, a student will be able to: 1. Describe individual learning differences and special educational needs and the way they influence English language learning. 2. Recognize, and to some extent assess, problems in learners’ achievement and learning process in a language classroom resulting from their individual learning differences or special needs and propose a problem solving process. 3. Recognize aspects of language which may be problematic for students with special needs or with regard to individual learning differences. 4. Choose and adapt teaching materials and design lesson plans so that they meet diverse needs of learners in a language classroom. 5. Work with recommendations based on medical reports and pedagogical-psychological counselling center reports.
Syllabus
  • 1. Introduction and overview of individual learning differences in foreign language learning and teaching and special needs and their impact on the language learning processes and outcomes. 2. Assessment and diagnoses at the language classroom level, recognizing problems in learners’ language learning processes and outcomes. 3. Upper-secondary school reality: Communication within the school (special education specialist, school guidance counsellor, teacher’s assistant), communication with institutions (pedagogical-psychological counselling center). 4. Choosing and adapting teaching techniques and teaching materials. 5. Assessment of learning outcomes in students with special needs.
Literature
    required literature
  • selected chapters of Lightbrown, P., & N. Spada, N. (2013). How languages are learned, 4th edn. Oxford: Oxford University Press.
  • Kormos, J., & Smith, A. M. (2012). Teaching languages to students with specific learning differences. Bristol: Multilingual Matters.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of language learner revisited. New York: Routledge.
    recommended literature
  • Tudor, I. (1996). Learner-centredness as language education. Cambridge: Cambridge University Press.
  • Tudor, I. (2009). Learner-centredness as Language Education
  • Skehan, P. (2014). Individual learning differences in second language learning. New York: Routledge.
  • Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
  • Oxford, R. (2013). Teaching and researching language learning strategies. New York : Routledge.
  • Dörnyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. New York: Routledge.
  • Oxford, R. (1990). Language learning strategies: what every teacher should know. Boston: Heinle & Heinle.
  • Kormos, J., & Kontra, E. H. (2008). Language learners with special needs: an international perspective. Bristol: Multilingual Matters.
Teaching methods
Lectures, demonstrations, discussion, group work, reading, homework, interactive analysis of learner’s work.
Assessment methods
Compulsory attendance. Test based on assigned readings and content of the seminars. Assignment in which students will diagnose a learner at the language learning level from the point of view individual learning differences and special needs and propose appropriate adaptations of teaching techniques and materials.
Language of instruction
English
Further Comments
The course is taught annually.
The course is also listed under the following terms Spring 2020, Autumn 2020, Spring 2022, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2023, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2023/AJU2106