Teaching foreign languages to dyslexic learners

general courses

The aim of the course is to provide students with the basic knowledge and skills relating to teaching English as a foreign language to dyslexic students.

During the course students learn how to define and characterise developmental dyslexia as well as other specific learning difficulties (SpLDs) comorbid with dyslexia. They also learn how to recognize the symptoms of dyslexia, learning difficulties and special educational needs of individuals with dyslexia in the context of foreign language learning. Students get awareness of the specific character of dyslexic learning problems and of foreign language teachers’ duties relating to recognizing and meeting these students’ educational needs. The course provides students with the necessary knowledge and skills regarding the evaluation and selection of appropriate teaching approaches (inclusive education), methods (multisensory structured language teaching), techniques and aids used to develop phonological and orthographic awareness and to teach language skills and elements. Students will also be able to design necessary teaching aids on their own and to assess the progress dyslexic learners make in their study of a foreign language.

Kormos J., & Kontra, H. E. (2008). (Eds.), Language learners with special needs: An international perspective. Clevedon: Multilingual Matters.

Kormos, J., & Smith, A. M. (2012). Teaching languages to students with Specific Learning Differences. Bristol: Multilingual Matters.

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

Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B., Kálmos, B., Imrene Sarkadi, A., Smith, A. M., Szymańska-Czaplak, E., Vojtkova, N., Alexiou, T., Košak Babuder, M., Mattheoudakis, M., Pižorn, K. (2016). DysTEFL2 – Dyslexia for teachers of English as a foreign language. Łódź: Department of Pragmatics, University of Łódź.

Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. London: David Fulton.

The following learning outcomes in the area of knowledge, skills and social competence refer to teaching English as a foreign language to dyslexic learners:

Knowledge

K_W01; K_W02 - the student has a basic knowledge of the relevant study areas in the teaching of foreign languages, which have practical application in foreign language teaching at pre-school and the first and second stages of education,

K_W03 - the student has an understanding of the basic academic terms appropriate for teaching foreign languages,

K_W05 - the student has a basic knowledge of the standards of practice in institutions related to the teaching of foreign languages,

K_W012 - the student has a basic understanding of human development in biological, psychological and social terms,

K_W025 - the student has a basic knowledge of the purpose, organization and functioning of institutions related to the teaching of foreign languages,

K_W024 - the student has a basic knowledge of the structure and functions of the educational system,

K_W023 – the student has comprehensive knowledge of the principles and ethical standards in education.

Skills

K_U01 – the student is able to search, analyse, evaluate, select and use information using a variety of sources and methods,

K_U02 – the student has the necessary level of self-study skills to use a variety of sources (using their first and any other language/ new technologies (ICT) to acquire knowledge and develop their professional competences in teaching foreign languages,

K_U03 – the student is capable of planning and implementing projects related to typical foreign language teaching environments,

K_U04 – the student possesses the basic organisational skills required for the planning and carrying out the teaching of foreign languages,

K_U05 – the student has the basic skills to evaluate the quality of foreign language teaching,

K_U08 – the student is capable of assessing the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to foreign language teaching,

K_U14 – the student is able to use basic theories in psychology and education and other related disciplines to analyse and interpret educational issues at an academic and non-academic level, as well as understand the motives and patterns of human behaviour,

K_U20 – the student is able to assess the suitability of accepted methods, procedures and practices to perform the tasks associated with their various academic, educational, care-giving and didactic activities,

K_U22 – the student possesses the skills necessary to animate the work of the learner and promote independence in knowledge acquisition, inspiring a positive approach to life-long learning,

K_U24 – the student is able to perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional activities,

K_U25 – the student is able to analyse their own actions and identify possible areas for change in the future,

Social competence

K_K04 – the student correctly identifies and resolves dilemmas associated with the profession,

K_K07 – the student is aware of the level of their skills and knowledge and understands the need for on-going training and personal development,

K_K08 – the student is committed to the need to take action both in academic and non-academic matters during and outside school hours, maintaining a consistently professional and positive attitude towards their role as a teacher,

K_K09 – the student maintains a belief in the importance of behaving in a professional manner and is able to reflect on the ethical issues raised in the teaching profession,

K_K10 – the student recognises the moral and ethical issues related to their own and others' work, and is constantly searching for the best solutions to deal with them,

K_K13 – the student is responsible for the design and implementation of their teaching activities.

Preparation and active participation in the course, completing online activities and tests.

90-100% - 5,

75-89% - 4,

60-74% - 3,

0-59% - 2.