Elective course - Neurodiversity and Multilingualism-sem.1

Today's language classroom is very diverse and recognising the needs and cognitive and developmental profiles of multilingual students is paramount in light of inclusive education. The course participants will learn about specific learning difficulties, including ADHD and dyslexia, and Autistic Spectrum disorder (ASD), and about how these conditions may affect second language acquisition, considering bilingualism and multilingualism. The participants will also become familiar with the preferred learning approaches of learners with ADHD, dyslexia, and ASD.

The term Neurodiversity concerns various developmental conditions and profiles. Dyslexia, ADHD, and ASD are common conditions that may affect language skills development, language use, and language task performance. Learners with these conditions process, organise, store, and retrieve information differently. The specific profiles of these learners need to be considered, for example, by language teachers, who should cater to these students' needs by using universally defined approaches and a range of accommodations.

The course aims to make the participants familiar with different profiles of language learners and users from the neurodiversity perspective in the context of bilingualism and multilingualism. The course aims at combining theoretical concepts with practice and real-life cases. Students will also develop different academic skills such as analysing and interpreting research findings, and presenting arguments.

Topics to be covered:

1. Defining key terms

2. Medical, cognitive and socio-pedagogical perspectives in the context of neurodiversity

3. Language aptitude and the general cognitive profile of a language learner

4. Theoretical grounds of specific learning and language difficulties

5. Dyslexia in L1 and L2(x)

6. ADHD in L1 and L2(x)

7. Aspeger's Syndrome/ ASD in L1 and L2(x)

8. Universal design for learning and differentiation - what may work for neurodiverse

multilingual learners

9. Research design - neurodiversity and multilingualism

Kałdonek-Crnjaković, A. (2018). The cognitive effects of ADHD on learning an additional language. Govor, 35(2), 215-227. doi:10.22210/govor.2018.35.12

Kormos, J. (2017). The Second Language Processes of Students with Specific Learning Difficulties. New York: Routledge.

Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.

DSM-5 (2013). APA

Universal Design for Learning (UDL). https://www.cast.org/impact/universal-design-for-learning-udl

Knowledge: the graduate knows and understands:

-at an advanced level conceptual and terminological apparatus in the field of multilingualism and multiculturalism

-at an advanced level main directions of development and the most important achievements in the area of multilingualism and multiculturalism

-at an advanced level contemporary research trends in the field of multilingualism and multiculturalism

-at an advanced level the complex nature of language, its intricacy and changeability

-the latest research methodology used in the field of multilingualism and multiculturalism

-relations between language and culture and religion sciences as well as sociology

-principles of creation and development of various forms of entrepreneurship

Skills: the graduate is able to:

-prepare written works in the field of multilingualism and multiculturalism in English (including works bearing the features of a scientific text)

-search, analyse and utilise information using available sources

-recognize different genres of texts and conduct their in-depth analysis and interpretation using various methods

-argue substantively using the views of other authors and formulate conclusions

-integrate knowledge relevant to multilingualism and multiculturalism

-independently develop and give an oral presentation on a selected topic in the field of multilingualism and multiculturalism using source literature

-formulate, analyse and synthesise research problems in the field of multilingualism and multiculturalism and select adequate methods and tools to solve these problems, present the developed issues using various forms and methods

-work independently and in a group to acquire knowledge and develop research skills in the field of multilingualism and multiculturalism

-use the English language in speech and writing compliant with the requirements set out for the B2+ level according to CEFR

Social competences: the graduate is ready to:

-recognise the importance of knowledge and seek expert advice when problems arise

-critically assess knowledge and skills in the field of multilingualism and multiculturalism

Assessment methods and assessment criteria:

The final grade is calculated based on a final essay.

Attendance - min. 80%