Study-Unit Description

Study-Unit Description


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, young people with language difficulties may encounter problems with learning in a range of curriculum disciplines and domains. Where students are taught by a number of different teachers in different disciplines and domains, they may encounter problems with consistency of approach.

This study-unit will provide LSEs with knowledge about literacy and language difficulties, as well as, the importance of language education to support such 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 learn to apply the UDL concept and its principles to classroom instruction and assessment.. The study-unit will also introduce students to a number of key theoretical issues underpinning second language acquisition, bilingualism and multilingualism. They will also be provided with a number of useful strategies in dealing with increasing language diversity within the Maltese classroom.

Study-unit Aims:

The study-unit aims at providing LSEs with:

- An understanding of development of oral language and its linguistic structures and features;
- Identification procedures based on observation of classroom language behaviour through which children and young people with language difficulties may be identified;
- An oral language observational profile enabling the identification of specific areas of difficulty;
- Strategies that directly address the difficulties identified through the screening process and that can be implemented within the classroom in secondary schools;
- Knowledge for writing and developing an IEP with a focus on language learning;
- Adapted resources to fit the needs and profile of the learner being supported;
- An understanding of the local school context which is increasingly culturally and linguistically diverse;
- Strategies that address language diversity in the classroom and 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.
- Assess learning potential in language learning;
- Analyse how curriculum documents and assessment tools can be used to identify students with language difficulties;
- Discuss theories pertaining to second language acquisition and bilingual development;
- Value different languages and cultures, enabling effective integration and learning;
- Identify and apply appropriate strategies for language teaching and learning within a linguistically diverse classroom.

2. Skills:

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

- Compare essential knowledge about language, language disorders and difficulties, and the role of language frameworks for understanding and supporting students with language difficulties;
- Formulate assessment learning potential in language learning;
- Examine how curriculum documents and assessment tools can be used to identify students with language difficulties;
- Formulate an IEP with a focus on language learning;
- Identify modified resources to fit the needs and profile of the learner being supported;
- Review practical teaching activities and strategies that can be used to improve the learning outcomes of students with language difficulties;
- Identify ways for preserving migrant learners’ linguistic heritage and strategies that respect and promote multilingualism in the classroom.

Main Text/s and any supplementary readings:

Main Text

- 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 texts

- 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
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 Marie Georgette Bajada

 

 
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 2024/5. It may be subject to change in subsequent years.

Study at UM

https://www.um.edu.mt/course/studyunit