AJU5106 Approaching individual differences in English language classrooms

Faculty of Arts
Spring 2020
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
each even Friday 11:00–12:40 G31
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 15 student(s).
Current registration and enrolment status: enrolled: 0/15, only registered: 0/15
fields of study / plans the course is directly associated with
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. Úvod a přehled individuálních rozdílů ve výuce a učení se cizímu jazyku, speciálních potřeb a jejich dopadu na procesy a výsledky učení se jazyku. 2. Hodnocení a diagnóza na úrovni jazykové výuky, rozpoznání problémů v procesu učení se cizímu jazyku a výsledcích žáka. 3. Realita střední školy: Komunikace v rámci školy (speciální pedagog, výchovný poradce, asistent učitele), komunikace s institucemi (pedagogicko-psychologická poradna). 4. Výběr a úprava technik výuky a výukových materiálů. 5. Hodnocení výstupů z učení u studentů se speciálními potřebami.
Literature
    required literature
  • Kormos, J., & Smith, A. M. (2012). Teaching languages to students with specific learning differences. Bristol: Multilingual Matters.
  • + selected chapters of Lightbrown, P., & N. Spada, N. (2013). How languages are learned, 4th edn. Oxford: Oxford University Press.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of language learner revisited. New York: Routledge.
    recommended literature
  • Dörnyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. New York: Routledge.
  • Tudor, I. (1996). Learner-centredness as language education. Cambridge: Cambridge University Press.
  • Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
  • Kormos, J., & Kontra, E. H. (2008). Language learners with special needs: an international perspective. Bristol: Multilingual Matters.
  • Oxford, R. (2013). Teaching and researching language learning strategies. New York : Routledge.
  • Oxford, R. (1990). Language learning strategies: what every teacher should know. Boston: Heinle & Heinle.
  • Skehan, P. (2014). Individual learning differences in second language learning. New York: Routledge. Tudor, I. (2009). Learner-centredness as Language Education
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
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2020, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2020, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2020/AJU5106