| CODE | IAL2009 | ||||||||||||
| TITLE | Curriculum Knowledge: Language Learning in Secondary Years | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||
| DESCRIPTION | In secondary schools, adolescents with language difficulties may encounter problems with learning in a range of curriculum disciplines and domains. These challenges may be exacerbated when students are taught by multiple teachers, each with differing approaches, resulting in a lack of consistency and continuity in teaching strategies. This study-unit equips LSEs with understanding of literacy and language difficulties, and underscores the critical role of language education in addressing these difficulties. It will provide practical activities and strategies that can be used to improve the learning of students with language difficulties in the secondary school. Students will explore how to integrate the Universal Design for Learning (UDL) framework and its principles into classroom instruction and assessment, ensuring inclusivity and accessibility for all students. Additionally, the study-unit delves into key theoretical concepts related to second language acquisition, bilingualism and multilingualism. It provides practical strategies to address the growing linguistic diversity in Maltese classrooms, empowering LSEs to create a supportive and effective learning environment for all students. Study-Unit Aims: - An understanding of oral language development, including its linguistic structures and features, to support effective teaching and learning; - Procedures for identifying students with language difficulties through systematic observation of classroom language behaviours; - Development and use of an oral language observational profile to pinpoint specific areas of difficulty and inform tailored interventions; - Implementation of targeted strategies to address identified language difficulties, integrated into classroom practices in secondary schools; - Expertise in designing and developing Individualised Education Plans (IEPs) with a specific focus on language learning goals; - Creation and adaptation of learning resources to meet the unique needs and profiles of students requiring language support; - An understanding of the increasingly culturally and linguistically diverse local school context; - Practical strategies for addressing linguistic diversity in classrooms, including the teaching of Maltese and English as foreign languages. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Apply essential knowledge about language, language difficulties, and the role of language frameworks for understanding and supporting students with language difficulties; - Differentiate between language disorders and literacy difficulties; - Evaluate the students鈥� learning potential in the context of language acquisition; - Critically analyse curriculum documents and assessment tools to identify students with language difficulties and tailor support accordingly; - Discuss and related key theories of second language acquisition and bilingual development to practical classroom applications; - Appreciate and promote the value of linguistic and cultural diversity, enabling effective inclusive learning; - Identify and implement effective strategies for language teaching and learning in linguistically diverse classrooms. 2. Skills: By the end of the study-unit the student will be able to: - Compare and apply essential knowledge of language, language disorders and difficulties, and the role of language frameworks to effectively support students with language difficulties; - Develop and conduct assessments to evaluate language learning potential; - Investigage and utilise curriculum documents and assessment tools to identify and address language difficulties; - Design and formulate IEPs with a specific focus on language learning; - Select, adapt and create resources tailored to meet the needs and profiles of students requiring language support; - Evaluate and implement practical teaching activities and strategies to improve learning outcomes for students with language difficulties; - Develop strategies to preserve migrant students鈥� linguistic heritage while promoting and respecting multilingualism in the classroom. Main Text/s and any supplementary readings: Main Texts: - Hayden, S., and Jordan, E. (2012), Language for Learning in the Secondary School: A Practical Guide for supporting students with speech, language and communication needs. Routledge: NY. Supplementary Readings: - Kormos, J. (2017), The Second Language Learning Processes of Students with Specific Learning Difficulties. Routledge: NY. - Pachler, N., Barnes, A., Field, K. (2001), Learning to Teach Modern Languages in the Secondary School: A Companion to school experience. Routledge: NY. - Hayes, R. and Whittaker, P. (2015), Understanding and Supporting Pupils with Moderate Learning Difficulties in the Secondary School. A practical guide. David Fulton Book: UK. |
||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||
| LECTURER/S | Phyllisienne Gauci |
||||||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||||||||