Study-Unit Description

Study-Unit Description


CODE LHN5003

 
TITLE ELT 3 Differentiation and Specific Learning Difficulties

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 5

 
DEPARTMENT Languages and Humanities Education

 
DESCRIPTION This study-unit enables participants to become more conversant with the difficulties encountered at secondary school level as a result of specific language and literacy challenges.
We will define the concept of differentiation and inclusive education and discuss the kinds of accommodations that can be offered to secondary English language learners with SpLD. We will also explore the principles of Multisensory Structured Language (MSL) teaching.
You will gain an understanding of the importance of phonological awareness and knowledge of sound-letter relationships (orthographic awareness) for successful reading and spelling. You will also learn how to develop students’ phonological and phonemic awareness and how to teach sound-letter relationships to learners of English with SpLD.
You will gain an understanding of the difficulties learners with SpLD face while learning vocabulary and grammar. You will also become familiar with useful techniques and methods recommended for teaching grammar and vocabulary to students with SpLD. You will try out these techniques for helping students with SpLD to acquire specific structures of grammar and lexical items.
You will learn about the problems learners with SpLD may encounter when they develop listening and speaking skills in English. You will choose, evaluate and adapt listening materials and design activities that can accommodate needs of learners with SpLD. You will also plan activities that encourage spoken production and interaction.
You will investigate how you can teach reading and writing to learners with SpLD. You will learn how to choose and adjust texts for reading and how to accommodate learners with SpLD in reading and writing activities.
We will discusse the types of assessment methods and tasks that can help language learners with SpLD to display their language knowledge and what types of accommodations are useful to provide a fair assessment of the abilities of language learners with SpLD.
The challenges offered by the Autism Spectrum Disorder (ASD) will be considered. Effective strategies for language work with children on the ASD will be suggested and trialled.

Study-Unit Aims:

In this study-unit we shall consider and discuss the effects of specific learning difficulties on the teaching of English at secondary level. Techniques for dealing with specific learning difficulties in phonological and orthographic awareness, the teaching of vocabulary, grammar, listening, speaking, reading and writing skills will be presented. Classroom accommodations and adaptations involving materials, interactive instruction, and student performance and assessment will be considered.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- Demonstrate an awareness of English specific language and literacy difficulties at secondary level;
- Demonstrate a clear understanding of a range of techniques for the teaching of the language skills to secondary students with specific learning needs in order to enhance the learning opportunities of all the students;
- You will be able to define and explain the principles of inclusive education and Multisensory Structured Language (MSL) teaching;
- You will become aware of how important individualization and differentiation of the teaching approach are in order to suit the learning needs of your students;
- You will be able to explain the differences between phonological awareness, phonemic awareness and phonics as well as the sequence of phonological awareness training steps;
- You will be able to identify the principles and techniques for developing phonological and orthographic awareness;
- You will become aware of the difficulties students with SpLD encounter when learning vocabulary and grammar;
- You will be able to identify the causes of difficulties students with SpLD face when learning vocabulary and grammar;
- You will be familiarised with methods and techniques for teaching vocabulary and grammar to students with SpLD;
- You will be able to identify possible problems a learner with SpLD may encounter while developing listening and speaking skills;
- You will be able to design, modify and adapt activities and materials for the development of speaking and listening skills targeting learners with SpLD;
- You will become familiar with methods and techniques for helping learners with SpLD develop speaking and listening skills;
- You will be able to reflect on their practices when teaching speaking and listening skills to learners with SpLD;
- You will be able to understand and categorise the difficulties of learners with SpLD in reading or writing in English;
- You will be able to reflect on the accommodations proposed for teaching reading and writing to learners with SpLD;
- You will gain understanding of basic concepts of test fairness;
- You will become aware of the types of accommodations that might be useful for test takers with SpLD;
- You will be able to apply knowledge of the nature of Specific Learning Difficulties and concepts of language testing to designing and evaluating assessment tasks;
- You will become aware of ways of providing constructive feedback to learners with SpLD.

2. Skills:

By the end of the study-unit the student will be able to:

- Draw up a literacy profile of a secondary school age student;
- Formulate appropriate pedagogical techniques to meet the learning needs of students of different abilities;
- You will be able to identify the most suitable educational adjustments that can be introduced in the language classrooms to accommodate the needs of students with SpLD;
- You will be able to adapt, alter, and rearrange the existing classroom routines and practices to accommodate the needs of your learners with SpLD;
- You will be able to adapt and design activities for developing phonological and orthographic awareness;
- You will be able to adapt, alter, design and create activities and materials on vocabulary and grammar appropriate for students with SpLD;
- You will be able to evaluate, select and adapt reading texts for learners with SpLD;
- You will be able to organise and accommodate the stages of a reading lesson for learners with SpLD;
- You will be able to plan, organize and accommodate the stages of a writing lesson for learners with SpLD.

Main Text/s and any supplementary readings:

- Readings are available on VLE

Recommended Books:

- Cogan, J., & Flecker, M. (2004). Dyslexia in Secondary School. A Practical Guide for Teachers, Parents and Students. London: Whurr.
- Griffiths, M. (2002). Study Skills and Dyslexia in the Secondary School. A practical approach. London: David Fulton Publishers.
- Mifsud, C.L., Grech, R., Hutchison, D., Morrison, J., Rudd, P. & Hanson, J., (2004) Literacy for School Improvement – Value Added for Malta. Agenda Publishers, Malta.
- Peers, L. & Reid, G. (Eds). (2001). Dyslexia - Successful Inclusion in Secondary School. London : David Fulton.
- Snowling, M.J. (2000). Dyslexia. 2nd edition. Oxford : Blackwell.
- Thomson, E. (Ed). (2004). Dyslexia. Perspectives for Classroom Practitioners. London: Special Educational Needs Division. DES
- Turner, E. (2001). Dyslexia and English (Chap. 8, pp. 64 - 71). In L. Peers and G. Reid (Eds), Dyslexia - Successful Inclusion in Secondary School. London : David Fulton.

 
ADDITIONAL NOTES Pre-requisite Qualifications: First cycle degree and 70 ECTS in English, of which 25 ECTS must be in Language and Linguistics, and 25 ECTS in Literature.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Assignment See note below Yes 100%
Note: Assessment due will vary according to the study-unit availability.

 
LECTURER/S Charles L. Mifsud

 

 
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It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years.

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