Issues in Applied Linguistics

Course Information
TitleΘέματα Εφαρμοσμένης Γλωσσολογίας / Issues in Applied Linguistics
CodeΕΔΞΓ 521
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600016506


Registered students: 0
OrientationAttendance TypeSemesterYearECTS

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Class ID
Course Type 2016-2020
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
Students are expected to develop awareness of the nature of dyslexia, its causes and symptoms. They are also expected to gain knowledge with regard to other special learning difficulties, such as dyspraxia, dyscalculia and ADHD. They are required to be able to identify the symptoms of these learning difficulties and also to be able to design appropriate teaching material for the teaching of English as a foreign language for learners with any of those difficulties.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Dyslexia is a specific learning difficulty that has an effect not only on literacy skills in students´ first language, but also on foreign language learning. In order to ensure that dyslexic students successfully acquire necessary levels of foreign language competence, teachers need to provide them with additional support. Foreign language teachers often lack sufficient understanding of the nature of dyslexia and the difficulties it causes in foreign language learning and are not familiar with the relevant teaching techniques and methods to further the language learning processes of dyslexic students. In this course you are going to look into the causes and nature of dyslexia and you are going to consider the difficulties dyslexia may cause to foreign language learning and teaching. In this respect, you will be looking into ways foreign language teachers may adopt to accommodate learners with dyslexia in the classroom. You will get acquainted with a wide repertoire of useful teaching methods, techniques and tools that aim to improve foreign language teaching for students with dyslexia and, finally, you are going to design your own materials for learners with dyslexia focusing on particular aspects of language learning.
dyslexia, special learning difficulties, individual differences, differentiated instruction, inclusion, integration, accommodation
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Class lectures, instructional material and all tasks and activites are uploaded on the elearning platform. Also, communication with students is carried out either through the platform or by emails.
Course Organization
Reading Assigment782.8
Written assigments1585.7
Student Assessment
Students are required to do the weekly prescribed assignment. For the summative assessment of this course, you will be assessed on the basis of a project; this will be a portfolio of materials you will design aiming to address the needs of learners with dyslexia in an instructed language context. Your materials will be focusing on a particular language aspect or skill: vocabulary, grammar, listening, speaking, reading or writing. Your project will be both written and presented on power-point.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Assignment (Formative, Summative)
  • Oral Exams (Formative, Summative)
Course Bibliography (Eudoxus)
Δεν δίνεται.
Additional bibliography for study
Dyslexia and MFL OU resources OU dyslexia toolkit: Introduction (PDF, 224KB, 1 page) What is dyslexia? (PDF, 285KB, 4 pages) Learning at the OU (PDF, 289KB, 5 pages) Organisation and time management and exams (PDF, 293KB, 5 pages) Reading (PDF, 249KB. 3 pages) Taking notes (PDF, 302KB, 4 pages) Assignment writing (PDF, 301KB, 4 pages) Revision and exams (PDF, 298KB, 7 pages) In conclusion (PDF, 295KB, 2 pages) Real life experience insights / testimonials - very encouraging for dyslexic applicants/students: The journals “Dyslexia” and “Annals of Dyslxia” are available via the OU library and can be searched online. Books (ebooks available to OU Staff) Margaret Crombie (2003) Dyslexia and Modern Foreign Languages: Gaining Success in an Inclusive Context. David Fulton Publishers Ltd. (ebook) Joanna Nijakowska (2010) Dyslexia in the Foreign Language Classroom. Multilingual matters. (ebook) Cogan, J. and M. Flecker (2003) Dyslexia in Secondary School. London: Whurr. Websites A brief guide focusing on school dyslexia: A brief survivor’s guide: 6 Quick Tips for Teaching Dyslexic Students Spanish: This is a pilot course aimed at school teachers and looking specifically at children, but still relevant to tutors of dyslexic adults. A very useful overview on bilingualism and multilingualism and how social dynamics affects language learning today. Useful examples / ideas for lessons and generic information on Dyslexia and other (related) learning difficulties (in particular modules 1,2, 4 & 5): Dyslexia Teacher: The University of Edinburgh, Addressing Dyslexia - a very comprehensive toolkit: Dyslexia for Teacher of English as a Foreign Language - University of Lodz – a project as part of the Lifelong Learning Programme. This is an open course for EFL/language teachers and offers various units on how to teach specific skills; Units 4,5, 6, 7, 8, and 9 in particular are very useful (teaching grammar, phonology etc.); useful for any training for tutors with no experience in teaching students with dyslexia: A very informal discussion but offers examples of how the learner feels and what doesn't work for him. There are some useful tips for teachers A course designed for TEFL teachers containing a useful section on how to teach the different skills. Blog by John Bald (dyslexia specialist and consultant) on dyslexia in general and on teaching MFL to dyslexic children (contains case studies, links etc.): On the same blog an interesting reflection on “French spelling unpacked” - he shows how to explain characteristics of the French language to children: David Wilson’s website deals more broadly with special educational needs and language learning but contains useful information: Dr Margaret Crombie has published a number of essential articles outlining practical approaches for teaching - a vast amount of information with chart of characteristics and implications for ML teaching, helpful links and a bibliography: The advantages of being dyslexic: Documents and Articles (notes and commentaries) Ganschow, L., Sparks, R., Schneider, E. (1995) Learning a Foreign Language: Challenges for Students with Language Learning Difficulties, DYSLEXIA, 1(2):75-95 The research article outlines the multisensory structured language approach and gives some interesting practical ideas for teaching: Sparks R., Miller K. (2000) Teaching a foreign language using multisensory structured language techniques to at-risk learners: a review, Dyslexia, , Apr-Jun; Vol. 6 (2), pp. 124-32; Jeannette Dietz (2002) The Impact of Linguistic Factors on Dyslexia - Implications for Foreign Language Learning A dossier with references to German and Chinese: Brian Butterworth and Joey Tang, Dyslexia has a language barrier , The Guardian, Thursday 23 September 2004: Anushka Asthana, Dyslexics excel at Japanese, The Observer, Sunday 12 February 2006 An article on dyslexic pupils learning Japanese: Luz Rello et al, What is Wrong with this Word? Dyseggxia: a Game for Children with Dyslexia (2012) ASSETS’12, October 22–24, Boulder, Colorado, USA. A short article describing a game designed to teach dyslexic children Spanish vocabulary: David Wilson, Dyslexic language learners in secondary education: Crombie, Thomson, McColl, Modern Foreign Language Learning Bullet points of challenges, strategies and opportunities, using key points, e.g. grammar, vocab, consolidation: Hannah Bienge (2011) Learning a second language when your first is a struggle, The British Council: Martha Youman, Dyslexia or second language learning? A very clear PP presentation about dyslexia with a section about second language learning: Ania Krzyzak, Dyslexia in the Foreign Language Classroom: A practical guide for teachers A very practical overview: Melanie Jameson, Children and foreign language learning The ideas included in this article are pertinent to adults. It includes ‘Ten routes to success in foreign language learning’: Joanna Nijakowska, Dyslexia in the Foreign Language Classroom Chapter 3, in particular, makes references to dyslexia and foreign language learning Sparks, R., Ganschow, L. (1991) Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? The Modern Language Journal. Spring, Vol. 75, Issue 1, p3-16 Kormos,J. , Sarkadi , A. and Csizér, K. (2009) The language learning experiences of students with dyslexia: Lessons from an interview study, Innovation in Language Learning and Teaching, Volume 3, Issue 2, pages 115 – 130 A scholarly article studying the difficulties of dyslexic Hungarian students of foreign languages. Research findings from an interview study. Focuses mostly on confidence and teachers' attitudes: Crombie, Margaret A. (1997) The Effects of Specific Learning Difficulties (Dyslexia) on the Learning of a Foreign Language in School, Dyslexia, Mar, Vol. 3 Issue 1, p27-47 Liszka, Sarah Ann (2006) Dyslexia and foreign language learning, Academic Exchange Quarterly, Mar 22. Case study and scholarly article: Hilary McColl, Checklist: Features of Inclusive Classrooms Crombie, M. A. (2000), Dyslexia and the learning of a foreign language in school: where are we going? Dyslexia, 6: 112–123. Sparks, Richard L.; Miller, Karen S. (2000) Teaching a foreign language using multisensory structured language techniques to at-risk learners: a review, Dyslexia, Apr-Jun, Vol. 6 Issue 2, p124-132 Anna Krzyżak (Gdynia, Poland), Dyslexia in the Language Classroom: Practical Guidelines for Teachers A short paper, practical suggestions boil down to: use multisensory methods for learning, and build confidence: Martha Youman, Dyslexia or second language learning? A very clear PP presentation about dyslexia with a section about second language learning: Video An interesting video, claiming that dyslexics have extremely strong 3D visual imaginations, and that when they see written words, they perceive them as objects and manipulate them in their minds, making it more difficult to read them: This video describes dyslexia as a different way of storing information in the brain, making dyslexics very good at making unusual connections between things, but not good at coming up with specific answers to questions quickly Generic Resources for Students University of Sheffield: Study skills for students with dyslexia: EDYSGATE: GRUNDTVIG 1 Project covers 7 areas of dyslexic features and aims to train young adults - games for Dyslexic adults dyslexic adults: Generic Resources for Tutors - CPD The Journey to Excellence: a personal Development Pack for Meeting the needs of learners with dyslexia (Education Scotland): Other Generic Resources - sites Technology - Assistive Technology - Tools Flashcard programmes Memrise – flashcards programme with user-generated content, making use of mnemonics and sound for learning: Flashcard learning allows the student to review vocabulary as many times as they wish. Quizlet also works at different levels of word recognition, i.e. meaning, form, sound. Students can create their own sets or use tutor produced sets, if there are any: Another flashcard programme similar to Quizlet with a slightly different interface: Anki is a downloaded programme and follows the spaced repetition principle, focusing on those words that need more attention; tracks progress: Assistive technology Commercial site selling colour overlays that may be helpful to dyslexics: Commercial site selling a very wide range of technologies to aid the dyslexic, they also have a collection of articles that may be of interest Mindmapping tools IKonMap, concept mapping tool Xmind, ,apping software, Text-to-Speech IMTranslator, uses avatars to translate and read texts in different languages CLARO Read Plus V5, text to speech software (USB), Guidelines for modification and adjustment of materials Organisations British Dyslexia Association: Association of Dyslexia Specialists in HE: Dyslexics: EU funded projects Dyslang Dyslexia Veto Caldys2 - aimed to motivate dyslexic individuals to learn English on a mobile phone ADysTrain, Leonardo da Vinci project Resources – Printables, Games etc. A printable. You can make a large dice with common/difficult syllables to pronounce, or short common words that illustrate spelling patterns. For children, but everybody loves a short game in a language lesson and this would help everybody at beginner level. You can support it with speech: Templates and bank of pictures to make materials with pictures: This section focuses on literacy and there are lots of templates to make your own dominoes, tiles and many more:
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