Learning objectives
KNOWLEDGE AND UNDERSTANDING
- Knowing the main features and profiles of learners with Specific Language Needs.
- Understainding the nature and the manifestations of some developmental disorders affecting communication, language and learning.
- Knowing the theoretical and methodological foundations for inclusive language education, with particular reference to the Language Teaching Accessibility Theory.
APPLYING KNOWLEDGE AND UNDERSTANDING
- Identifying key personal and contextual factors influencing language education.
- Applying key concepts (Specific Language Needs, Language Teaching Accessibility Theory etc.) to the analysis of a variety of teaching documents (e.g. lesson plans, teaching materials, reports).
- Applying key concepts to the analysis of language data related to learners with specific needs.
MAKING JUDGEMENTS
- Discussing the advantages and disadvantages in the use of a particular language teaching method or practice in case of learners with Specific Language Needs.
- Discussing case studies involving complex teaching situations and formulating hypotheses for effective language teaching interventions.
COMMUNICATION SKILLS
- Presenting one's personal opinions, ideas and proposals in a comprehensible and effective way.
- Supporting one's opinion on the basis of the course contents.
LEARNING SKILLS
- Observing and analysing data for discovery and learning purposes.
- Developing reflection skills.
- Developing assessment and self-assessment skills.
Prerequisites
The course requires some background in the field of Educational Linguistics. In order to fully appreciate the contents of this module, it would be advisable for students to attend the "Language Learning, Teaching and Assessment" module first.
Course unit content
The module provides a framework of reference for the teaching of languages in contexts where learners with special needs are present. Particular attention will be devoted to "Specific Language Needs" deriving from developmental communication, language and learning disorders.
The module can be ideally divided into three parts. Taking a bio-psycho-social perspective on functioning and disability, the first part will present the key personal and contextual factors influencing the process of language education and discuss how they can interact with each other when Specific Language Needs are present. In addition, some prototypical profiles of learners with Specific Language Needs will be discussed, with particular reference to their difficulties when it comes to learning a foreign language. The second part will discuss the methodological framework called "Language Teaching Accessibility Theory", which provides guidelines for designing language learning environments that are accessible to students with Specific Language Needs. Particular attention will be devoted to evidence-based teaching principles and practices that inform the theory. The third part of the module covers the main steps that a language educator should follow to design inclusive environments, i.e. systematic observation and needs analysis, lesson planning, monitoring and assessment. In addition, specific evidence-based strategies will be presented to effectively work on some critical areas of language competence, such as phonological and orthographic awareness, comprehension ad production, grammar and vocabulary.
Full programme
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Bibliography
Both attending and non-attending students are required to study the following materials:
A) The online Learning Units that will be available on the ELLY platform at the beginning of the classes.
B) Daloiso M. (2017) "Supporting Learners with Dyslexia in the ELT Classroom", Oxford University Press.
Given the wealth of learning resources provided on the ELLY platform, there are no extra readings for non-attending students.
Teaching methods
The first part of the module will be based on lectures, during which key-concepts will be presented, and interactive classes, during which students are stimulated to critically apply the key-concepts previously covered. The second and the third part of the module will make use of an active teaching methodology called "flipped learning model": before each class students will be required to cover some theoretical reading materials available on the ELLY platform, while the entire class will be devoted to practical applications of the theoretical notions, such as case study discussions, analysis of teaching documents and language data related to students with specific needs.
Assessment methods and criteria
ASSESSMENT METHODS
For attending students, the assessment is based on:
A) ONLINE PRACTICAL ACTIVITIES, which consist of tasks to be completed during the lesson period, based on input reflection, analysis and elaboration. This part of the examination aims to assess the quality of students' efficacy and capacity of critically applying theoretical concepts;
B) ORAL EXAMINATION, which focuses on the theoretical concepts of the module.
For non-attending students, the assessment is based on:
A) PRACTICAL TEST, which consists of tasks based on input reflection, analysis and elaboration that aim to assess the quality of students' efficacy and capacity of critically applying theoretical concepts;
B) ORAL EXAMINATION, which focuses on the theoretical concepts of the module.
The practical test is administered online once at the beginning of each exam session and it serves as a preparatory step for students to access the oral examination.
ASSESSMENT CRITERIA
For attending students the final mark is the result of the scores obtained as follows: class participation and interaction (10%), online practical activities (40%), oral examination (50%).
For non-attending students the final mark is the result of the scores obtained as follows: practical test (50%), oral examination (50%).
A fail is determined by a substantial lack of an understanding of the minimum content of the course, th inability to express oneself adequately (orally and/or in writing), 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. Moreover, a fail is due to a substantial lack of competence in applying the knowledge acquired.
A pass (18-23/30 is determined by the student’s understanding 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. Moreover, a pass is due to only partial competence in applying the knowledge
acquired.
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 (2627/30) in the evaluation indicators listed above. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired.
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. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired.
Other information
The course also covers the key-topics necessary to prepare for the professional certification to become an "Expert in Language Learning" (www.elicom.unipr.it). Those students who are interested in the certification are advised to speak to prof. Daloiso.
2030 agenda goals for sustainable development
This module contributes to the realization of the UN objectives of the 2030 Agenda for Sustainable Development.
