DIPLOMSKI STUDIJ ANGLISTIKE – NASTAVNIČKI SMJER 2014/2015
DVOPREDMETNI STUDIJ
9. semestar
Naziv kolegija: Učenici s posebnim potrebama: sljepoća i ovladavanje drugim jezikom
Nositelj kolegija: prof. dr. sc. Renata Geld, docent
ECTS-bodovi: 3
Jezik: engleski
Trajanje: 1 semestar
Status: izborni
Oblik nastave: 2 sata predavanja + 2 sata seminara
Uvjeti: —
Ispit: kontinuirana evaluacija (2 testa i projektni zadatak)
| week | topics |
| 1 | Fundamental concepts: blindness, legal blindness, visual impairment, individual differences |
| 2 | Motor and cognitive development: spatial cognition, joint attention, symbolic play, operational thinkingSocial interaction: prelinguistic development, theory of mind |
| 3 | Language development (part I): L1 development, relationship between language and thought, early words of blind children |
| 4 | Language development (part II): the issue of verbalism, lexicon, morphology, syntax, semantics, pragmatics |
| 5 | Fundamental issues in L2 development |
| 6 | REVISION – Test 1 |
| 7 | The visually impaired at school: everyday challenges |
| 8 | The visually impaired at school: the L2 classroom |
| 9 | The tactile exploration of the world and its relation to reading, writing, listening and speaking |
| 10 | Ways of testing theory in practice |
| 11 | REVISION – Test 2 |
| 12 | Ways of testing theory in practice: microproject I – plans and drafts |
| 13 | Consolidation |
| 14 | Ways of testing theory in practice: microproject II – reports |
| 15 | Ways of testing theory in practice: microproject II – reports |
Način rada: Na nastavi se očekuje visok stupanj pripremljenosti i interakcije studenata. Uspješnost na kolegiju se mjeri navedenim testovima u 6. i 11. tjednu nastave te aktivnim sudjelovanjem u osmišljavanju i provođenju mikro projekata.
Cilj: Stjecanje uvida u povezanost jezika, iskustva i ostalih kognitivnih sposobnosti te osnovnu problematiku ovladavanja jezikom kod slijepih učenika. Razvijanje kritičkog promišljanja postojećih pristupa u poučavanju i njihove prilagodbe iskustvenim potrebama slijepih. Po završenom kolegiju studenti će:
– moći uspješno primijeniti teorijska znanja o prirodi jezika i njegovoj povezanosti s ostalim domenama znanja na znanja vezana uz pristup poučavanju slijepe i slabovidne djece i mladeži
– moći uspješno osmisliti načine provjere određenih teorijskih pretpostavki i spoznaja u praksi
– steći istraživačke kompetencije u područjima koja se bave vezama između jezika i ostalih kognitivnih sposobnosti te u područjima koja se bave percepcijskim karakterom znanja
– biti osposobljeni za samostalno razmišljanje i zaključivanje o vezama između teorije i prakse i relevantnosti određenih aspekata teorije za područja učenja i poučavanja jezika kod slijepe i slabovidne djece i mladeži
– naučiti prilagoditi nastavni materijal i osmisliti nove oblike nastavnog materijala koji su primjereniji i efikasniji od postojećih materijala koji se koriste u poučavanju slijepe i slabovidne djece
– konsolidirati prethodno stečena znanja o prirodi jezika, usvajanju jezika i pouci jezika s obzirom na uvid u karakteristike slijepe i slabovidne djece i mladeži te specifičnosti njihovog jezičnog razvoja i učenja.
Studenti će razviti sposobnost pronalaženja relevantne literature, njenog kritičkog iščitavanja, sinteze i prezentacije; razvit će sposobnost argumentiranog i kritičkog sudjelovanja u diskusijama, prihvaćanja komentara o svome radu i otvorenosti prema stavovima i idejama sugovornika; razvit će početne istraživačke kompetencije. Razvit će osjećaj profesionalnosti za rad s osobama s posebnim potrebama.
Obavezna ispitna literatura:
Bigelow, A. E. (2005) Blindness. In B. Hopkins (Ed.),Cambridge Encyclopedia of Child Development. Cambridge, UK: Cambridge University Press.
Bigelow, A. E. (2003) The development of joint attention in blind infants. Development and Psychopathology, 15, 259-275.
Couper, H. (1996) Teaching modern languages to visually impaired children. The Language Learning Journal 13:1, 6-9.
D’Angiulli, A. and Kirby, M. (2011) From inclusion to creativity through haptic drawing: unleashing the “untouched” in educational contexts. The Open Education Journal, 4, 67-79.
Geld, R. (2014) Investigating meaning construal in the language of the blind: a cognitive linguistic perspective. Suvremena lingvistika 77. 27-59.
Geld, R. and Čutić, A. (2014) Salience of topology in the strategic construal of English particle verbs in blind users of English. In Peti-Stantić, A. and Stanojević, M.-M.(eds.) Language as Information: Proceedings from CALS 2012. Frankfurt / New York: Peter Lang Verlag.
Geld, R. and Šimunić, M. (2009) A case study of a blind speaker of English as L2, In Brdar, M., Omazić, M. i Pavičić-Takač V. (eds.) Cognitive Approaches to English: Some Fundamental Interdisciplinary and Applied Aspects, Newcastle: Cambridge Scholars Publishing.
Guinan, H. (1997) ESL for Sudents with visual impairments. Journal of Visual Imapairment and Blindness, 91(6), 555-563.
Hollins, M. (2000) Vision Impairment and Cognition. In Silverstone, B., Lang, M.A., Rosenthal, B.P., Faye, E.E. (eds.) The Lighthouse Handbook on Vision Impairment and Vision Rehabilitation. Oxford University Press.
Jedynak, M. (2011) Across the borders of typhlopedagogy and SLA: New research problems, recent findings, perspectives. In Pawlak, M. (ed.) Extending the Boundaries of Research on Second Language Learning and Teaching. Springer-Verlag Berlin Heidelberg.
Landau, B. and Gleitman, L. R. (1985) Language and experience: Evidence from the blind child. Cambridge, MA: Harvard University Press. (selected chapters)
Milian, M. and Pearson, V. (2005) Studnets with visual impairments in a dual.language program: A case study. Journal of visual impairment and blindness, 99(11), 715-720.
Pérez-Pereira, M. and Conti-Ramsden, G. (1999) Language Development and Social Interaction in Blind Children. Hove and New York: Psychology Press. (selected chapters)
Dodatna ispitna literatura:
Bigelow, A. (1995) The effects of blindness on the early development of the self. In Rochat, P. (Ed.), The self in early infancy: Theory and research. Advances in Psychology Book Series, pp. 327-347. Amsterdam: North-Holland-Elsevier Science Publishers.
Bigelow, A. (1992) The development of blind children’s ability to predict what another sees. Journal of Visual Impairment and Blindness, 86(4), 181-184.
Bigelow, A. (1992). Locomotion and search behavior in blind infants. Infant Behavior and Development, 15, 179-189.
Bigelow, A. (1991) The effect of distance and intervening obstacles on visual inference in blind and sighted children. International Journal of Behavioral Development, 14(3), 273-283.
Bigelow, A. (1991) Hiding in blind and sighted children. Development and Psychopathology, 3, 301-310.
Bigelow, A. (1991) Spatial mapping of familiar locations in blind children. Journal of Visual Impairment and Blindness, 85(3), 113-117.
Bigelow, A. (1990) Relationship between language and thought in young blind children. Journal of Visual Impairment and Blindness, 84(8), 414-419.
Bigelow, A. (1988) Blind children’s concepts of how people see. Journal of Visual Impairment and Blindness, 82(2), 65-68.
Bigelow. A. E. (1987) Early words of blind children. Journal of Child Language, 14, 47-56.
Conroy, P. (2006). Strategies for Assisting Students with Visual Impairments in the
Classroom. Colorado Association of Paraprofessionals, Denver, CO.
Fortin, M. et al. (2008) Wayfinding in the blind: larger hippocampal volume and supranormal spatial navigation. Brain, 131: 2995-3005.
Nikolić, T. (1987) Teaching a foreign language in schools for blind and visually impaired children. Journal of Visual Impairment and Blindness, 81, 62-66.
Rosel, J. et al. (2005) Verbalism in the narrative language of children who are blind and sighted. Journal of Visual Imapairment and Blindness, 99(7), 1-22.
Thinus-Blanc, C. and Gaunet, F. (1997) Representation of space in blind persons: Vision as a spatial sense? Psychological Bulletin, 121, 20-42.