Module LANG41115: ISSUES IN TEACHING LANGUAGE TO SPECIFIC GROUPS

Department: Language Centre

LANG41115: ISSUES IN TEACHING LANGUAGE TO SPECIFIC GROUPS

Prerequisites

• None

Corequisites

• British Sign Language III (LANG3311)

Excluded Combination of Modules

• None

Aims

• At the end of the module, students will
• synthesise knowledge of exceptional cases of second language learning with central concepts in language and the language-learning process
• have a comprehensive understanding of current thought regarding the nature of autism and dyslexia
• have an extensive understanding of issues surrounding D/deaf issues, Deaf culture and sign linguistics
• have working knowledge of sign bilingualism and second-language learning
• be able to assess the problems posed by dyslexia in second language learning, understanding the manifestation of dyslexia in different scripts and languages
• have a full understanding of the possible impact of autism on second language learning.

Content

• The aim of this module is to investigate the issues involved in teaching language to specific groups and also to use this knowledge to gain a deeper understanding of the process of second language acquisition itself. Two areas of disability will be considered: dyslexia, as this pertains to the acquisition of second language literacy, and autism. The module will also have a special focus on the issues involved in second language learning by D/deaf learners.
• Content outline
• 1 The nature of autism and asperger's syndrome: the autistic spectrum
• 2 Autism and second language learning/acquisition
• 3 Recognising and coping with high-functioning autism in the language classroom
• 4 The debate concerning what dyslexia is
• 5 The manifestation of dyslexia across different scripts
• 6 Recognising and coping with dyslexia in the language classroom
• 7 Deaf awareness, sign language and bilingual policies
• 8 Questions in teaching audio second languages to learners whose first language is visual/spatial
• 9 The issue of second language literacy for the D/deaf learners
• 10 Techniques for teaching second languages to D/deaf

Learning Outcomes

• Full understanding of the impact of certain forms of disability on the process on language teaching and learning
• Comprehensive understanding of current thought regarding the nature of autism and dyslexia
• Full understanding of the issues involved in second language learning by D/deaf learners
• Knowledge of sign bilingualism and second-language learning
• Knowledge of techniques for teaching second languages to D/deaf

• Ability to synthesise knowledge of exceptional cases of second language learning with central concepts in language and the language-learning process
• Ability to assess the problems posed by dyslexia in second language learning

• Ability to critically evaluate primary literature

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The seminars will discuss the issues raised in teaching language to specific groups, drawing from the reading of primary literature. Student will apply this theoretical background to actual or envisaged teaching practice. This will be put into practice in a teaching practicum. In the end of course essay, the student will demonstrate an ability to research and organise complex material to sustain a logical argument. These arguments will be supported by a clarity of style and purpose that follows the expected conventions of academic writing.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Practicum: exploring teaching techniques Presentation: appropriate lesson plan Presentation: on one aspect of the conditions in question

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University