Education and Training
Course Information
Reference Number : PL-2014-125-001
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TITLE OF THE TRAINING ACTIVITY
IN THE LANGUAGE OF TUITION
Teacher training course – DysTEFL – Dyslexia for teachers of English as a foreign language
TRAINING AIMED AT PARTICIPANTS RECEIVING :
A COMENIUS GRANT (SCHOOL EDUCATION)

TYPE AND ORIGIN OF THE TRAINING:
COURSE
(training resulting from an llp or previous socrates project (comenius, lingua, grundtvig, minerva))

LLP OR SOCRATES PROJECT NO. : 518466-LLP-1-2011-PL-Comenius-CMP
IN-SERVICE TRAINING IN THE FIELD OF FOREIGN LANGUAGES
THE TRAINING IS
  IN LANGUAGE TEACHING METHODOLOGY
English
MAIN LANGUAGE: English
OTHER LANGUAGE/S USED DURING THE TRAINING:
English
LANGUAGE VERSION(S) IN WHICH MATERIALS WILL BE PROVIDED:
English
SCHOOL AND PRE-SCHOOL EDUCATION
Primary
General secondary
Vocational/Technical secondary
Special education for disabled persons
Teachers (Pre-school, primary, secondary, vocational, adult, special needs)
Teacher trainers
Careers officers, educational guides and counsellors
Headteachers/principals/managers of schools/organisations offering adult education
INSTITUTION ORGANISING THE TRAINING
University of Lodz
Narutowicza 65
90-131 -
Łódź
Poland
www.uni.lodz.pl
 
Marcin Podogrocki
+48426354752
mpodogrocki@uni.lodz.pl
Joanna Nijakowska
+48426354752
jnijak@wp.pl
FULL DESCRIPTION OF TRAINING CONTENTS
IN THE LANGUAGE OF THE TRAINING: (EN)
Participants can visit webpage www.dystefl.eu where all training materials are available.
To raise teachers’ awareness of the nature of dyslexic difficulties and help them successfully work with dyslexic language learners in the classroom.
The course is built on the model of the teacher as a reflective practitioner, who experiments with new learner-centered teaching methodologies, creatively adapts teaching methods, tasks and techniques to his/her context and then reflects on the outcomes of the learning and teaching processes. In this model, the trainer is neither a model nor a source of information, but a moderator and facilitator who helps to raise the trainees’ awareness of the relevant issues, gives possible answers to questions and provides feedback on trainees’ ideas and their output produced. From these underlying principles it follows that the course takes a task-based approach to teacher training, which, as its name suggests, employs (hands-on) tasks to enhance learning and reflection.
Each unit within the course follows the pattern of the reflective cycle, in which first trainees draw on their existing experiences, reflect on their current practices, attitudes, preconceptions and the context they work in. This is followed by an input-phase during which new ideas and relevant background information are presented. Next trainees perform a series of tasks evaluating existing tasks and materials, lesson plans etc., designing new instructional materials and aids that are appropriate for their own context, and finally they reflect on what they learnt in the course of the unit. Co-operation among trainees is encouraged through collaborative tasks. Through these tasks trainees are actively encouraged to reflect on their own experiences, attitudes and predispositions and at the same time gain input not only through materials and from the trainer but also from each other.
The course consists of four main topics: the nature of dyslexia and the associated learning difficulties, understanding the effect of dyslexia on the cognitive, emotional and social processes of language learning, effective teaching approaches and classroom and specific teaching and assessment techniques.
A further training is possible using self study course on www.dystefl.eu as well as a contact with trainers and experts on dyslexia who developed the training materials.
 
PROGRAMME OF THE TRAINING ACTIVITIES (DAY BY DAY)
Length: 5 days, two workshops per day
Day 1
The nature of dyslexia. The nature of dyslexia and a thorough understanding of the strengths and weaknesses of dyslexic individuals.
Specific learning difficulties associated with dyslexia.Some of the other specific learning differences (SpLDs) that very often co-occur with dyslexia, and explore how they affect language learning.
Day 2
Identification of dyslexia. Identifying dyslexia and the common indicators of this learning difference observed among dyslexic learners.
The effect of dyslexia on foreign language learning. How important native language skills are in the process of learning a foreign language and the types of difficulties that dyslexic students encounter in learning a foreign language.
Day 3
Accommodations of dyslexic learners in the foreign language classroom and overview of teaching techniques. The concept of inclusive education and the kinds of accommodations that can be offered to dyslexic language learners.
Phonological and orthographic awareness in English as a foreign language. An understanding of the importance of phonological awareness and knowledge of sound-letter relationships for successful reading and spelling.
Day 4
Techniques for teaching vocabulary and grammar. An understanding of the difficulties dyslexic students face while learning vocabulary and grammar.
Techniques for teaching listening and speaking. The problems dyslexic learners can encounter when they develop listening and speaking skills in English. How to choose, evaluate and adapt suitable listening materials and design activities that can accommodate dyslexic learners’ needs
Day 5
1. Techniques for teaching reading and writing.
The assessment of dyslexic language learners. What kinds of assessment methods and tasks can help dyslexic language learners to display their foreign language knowledge and what types of accommodations are useful to provide a fair assessment.
2. An evaluation session of teh course.
 
TYPE OF CERTIFICATION OF ATTENDANCE AWARDED
Certificate of attendance including description of training content and time input.
 
Certificate of attendance including description of training content and time input.
INFORMATION ON COURSE SESSION/S
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