Teaching Foreign Languages to Learners with Special Learning Difficulties

Course Information
TitleΔιδασκαλία Ξένης Γλώσσας σε Μαθητές με Ειδικές Μαθησιακές Δυσκολίες / Teaching Foreign Languages to Learners with Special Learning Difficulties
CodeΕΔΞΓ 579
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600016522


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
  • Distance learning
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
Upon successful completion of this course the students will be able to: Understand the terms and conceptual specificities of dyslexia, specific language impairment, autism spectrum disorder (high functioning autism), dyscalculia, dyspraxia and ADHD - Become familiar with the assessment of the learning disabilities symptoms in order to outline the right profile of learning difficulties - Become familiar with teaching interventions related with learning difficulties and to adopt the appropriate differentiated teaching techniques.
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
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Neurodevelopmental disorders like dyslexia, autism spectrum disorder (high functioning autism) and specific language impairment impact literacy skills in children’s first language but also affect the writing and reading skills in foreign language learning. For teachers, the challenge is to find the most effective methods of teaching foreign languages to pupils diagnosed with a neurodevelopmental disorder. Unfortunately, the majority of foreign language teachers are feeling unprepared to define learning disabilities and support students with learning difficulties in their classroom, due to the lack of knowledge of intervention strategies that can be used in school.
dyslexia, autism spectrum disorder (high functionign autism), specific language impairment, learning disabilities, differentiated instruction, integration, facilitation
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • 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 will be required to submit an extended essay of 5000 words (reference list and appendices are not included in the word count). The essay will consist of a relevant literature review and a portfolio of teaching materials designed to meet the learning needs of students diagnosed with dyslexia, autism spectrum disorder (high functioning autism) or specific language impairment. The materials will be relevant to a specific language area (grammar or vocabulary) or a specific language skill (reading, listening, speaking, writing). Before submitting the written essay along with the portfolio materials, the students will be required to present their essay in class.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
Additional bibliography for study
Bishop, D. V. M. (1992). The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry, 33, 3-66. Bishop, D. V. M. (1994). Grammatical errors in specific language impairment: Competence or performance limitations? Applied Psycholinguistics, 15, 507-550. Frith, U. (1991). Autism & Asperger syndrome. Cambridge: CUP. Ganschow, L., Sparks, R., & Schneider, E. (1995) Learning a Foreign Language: Challenges for Students with Language Learning Difficulties, Dyslexia, 1 (2), 75-95 Leonard, L. (1998). Children with specific language impairment. Cambridge, MA: MIT Press. Nijakowska, J. (2010). Dyslexia in the Foreign Language Classroom. Multilingual matters. http://open.eblib.com.libezproxy.open.ac.uk/patron/FullRecord.aspx?p=543909&echo=1&userid=EMJy8BrF2zQ%3d&tstamp=1365673930&id=770E1CB66411F6A0EF42B06DCE90F17A1982D119 (ebook) Paradis, J. (2005). Grammatical morphology in children learning English as a second language: Implications of similarities with specific language impairment. Language, Speech and Hearing Services in Schools, 36, 172-187. Sparks R., & Miller K. (2000) Teaching a foreign language using multisensory structured language techniques to at-risk learners: a review, Dyslexia, 6 (2), 124-32. Wing, L. (1996). The autistic spectrum. London: Constable
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