{"id":12911,"date":"2013-09-25T16:36:14","date_gmt":"2013-09-25T15:36:14","guid":{"rendered":"http:\/\/www.ffzg.unizg.hr\/anglist\/?p=12911"},"modified":"2015-02-10T13:27:48","modified_gmt":"2015-02-10T12:27:48","slug":"ucenici-s-posebnim-potrebama-sljepoca-i-ovladavanje-drugim-jezikom","status":"publish","type":"post","link":"https:\/\/anglist.ffzg.unizg.hr\/?p=12911","title":{"rendered":"U\u010denici s posebnim potrebama : sljepo\u0107a i ovladavanje drugim jezikom-arhiva"},"content":{"rendered":"<\/p>\n

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER 2013\/2014<\/span><\/strong><\/span><\/p>\n

DVOPREDMETNI STUDIJ<\/span><\/strong><\/span><\/p>\n

9. semestar<\/span><\/strong><\/span><\/p>\n

Naziv kolegija<\/span><\/strong>: <\/span>U\u010denici s posebnim potrebama: sljepo\u0107a i ovladavanje drugim jezikom<\/span><\/span>
Nositelj kolegija<\/strong>: prof. dr. sc. Renata Geld, docent
<\/span>Nastavnik<\/strong>: dr. sc. Renata Geld, docent<\/span>
ECTS-bodovi<\/strong>: 3<\/span>
Jezik:<\/strong> engleski<\/span>
Trajanje:\u00a0<\/strong>1 semestar<\/span>
Status<\/strong>: izborni<\/span>
Oblik nastave:\u00a0<\/strong>2 sata predavanja\u00a0+\u00a0<\/b>2 sata seminara<\/span>
Uvjeti<\/strong>: \u2013<\/span>
Ispit:<\/strong>\u00a0kontinuirana evaluacija (2 testa i projektni zadatak)<\/span><\/p>\n

Cilj:<\/strong>\u00a0Stjecanje uvida u povezanost jezika, iskustva i ostalih kognitivnih sposobnosti te osnovnu problematiku ovladavanja jezikom kod slijepih u\u010denika. Razvijanje kriti\u010dkog promi\u0161ljanja postoje\u0107ih pristupa u pou\u010davanju i njihove prilagodbe iskustvenim potrebama slijepih.\u00a0Po zavr\u0161enom kolegiju studenti \u0107e:<\/span>
–\u00a0mo\u0107i uspje\u0161no primijeniti teorijska znanja o prirodi jezika i njegovoj povezanosti s ostalim domenama znanja na znanja vezana uz pristup pou\u010davanju slijepe i slabovidne djece i mlade\u017ei<\/span>
–\u00a0mo\u0107i uspje\u0161no osmisliti na\u010dine provjere odre\u0111enih teorijskih pretpostavki ispoznaja u praksi<\/span>
–\u00a0ste\u0107i istra\u017eiva\u010dke kompetencije u podru\u010djima koja se bave vezama izme\u0111u jezika i ostalih kognitivnih sposobnosti te u podru\u010djima koja se bave percepcijskim karakterom znanja\u00a0<\/span>
–\u00a0biti osposobljeni za samostalno razmi\u0161ljanje i zaklju\u010divanje o vezama izme\u0111u teorije i prakse i relevantnosti odre\u0111enih aspekata teorije za podru\u010dja u\u010denja i pou\u010davanja jezika kod slijepe i slabovidne djece i mlade\u017ei<\/span>
–\u00a0nau\u010diti prilagoditi nastavni materijal i osmisliti nove oblike nastavnog materijala koji su primjereniji i efikasniji od postoje\u0107ih materijala koji se koriste\u00a0 u pou\u010davanju slijepe i slabovidne djece<\/span>
–\u00a0konsolidirati prethodno ste\u010dena znanja o prirodi jezika, usvajanju jezika i pouci jezika s obzirom na uvid u karakteristike slijepe i slabovidne djece i mlade\u017ei te specifi\u010dnosti njihovog jezi\u010dnog razvoja i u\u010denja.<\/span>
Studenti \u0107e razviti sposobnost pronala\u017eenja relevantne literature, njenog kriti\u010dkog i\u0161\u010ditavanja, sinteze i prezentacije; razvit \u0107e sposobnost argumentiranog i kriti\u010dkog sudjelovanja u diskusijama, prihva\u0107anja komentara o svome radu i otvorenosti prema stavovima i idejama sugovornika; razvit \u0107e po\u010detne istra\u017eiva\u010dke kompetencije.Razvit \u0107e osje\u0107aj profesionalnosti za rad s osobama s posebnim potrebama.<\/span><\/p>\n

Program kolegija po tjednima:<\/b><\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
week<\/b><\/span><\/td>\nTopics<\/b><\/span><\/td>\n<\/tr>\n
1<\/span><\/td>\nFundamental concepts<\/span>
Introduction\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
2<\/span><\/td>\nFundamental concepts: visual impairment and L1 development\u00a0<\/span><\/td>\n<\/tr>\n
3<\/span><\/td>\nFundamental concepts: perceptual nature of knowledge; language as an experiential phenomenon<\/span><\/td>\n<\/tr>\n
4<\/span><\/td>\nFundamental concepts: the nature of L2 in relation to other cognitive processes<\/span><\/td>\n<\/tr>\n
5<\/span><\/td>\nPerspective and attention in L1 and L2<\/span><\/td>\n<\/tr>\n
6<\/span><\/td>\nREVISION \u2013 Test 1<\/span><\/td>\n<\/tr>\n
7<\/span><\/td>\n\u00a0The visually impaired at school: everyday challenges\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
8<\/span><\/td>\nThe visually impaired at school: the L2 classroom<\/span><\/td>\n<\/tr>\n
9<\/span><\/td>\nThe tactile exploration of the world and its relation to reading, writing, listening and speaking<\/span><\/td>\n<\/tr>\n
10<\/span><\/td>\n\u00a0Ways of testing theory in practice<\/span><\/td>\n<\/tr>\n
11<\/span><\/td>\n\u00a0REVISION \u2013 Test 2<\/span><\/td>\n<\/tr>\n
12<\/span><\/td>\nWays of testing theory in practice: microproject I \u2013 plans and drafts<\/span><\/td>\n<\/tr>\n
13<\/span><\/td>\nConsolidation<\/span><\/td>\n<\/tr>\n
14<\/span><\/td>\nWays of testing theory in practice: microproject II \u2013 reports\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
15<\/span><\/td>\nWays of testing theory in practice: microproject II \u2013 reports\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Na\u010din rada:<\/strong>\u00a0Na nastavi se o\u010dekuje visok stupanj pripremljenosti i interakcije studenata. Uspje\u0161nost na kolegiju se mjeri navedenim testovima u 6. i 11. tjednu nastave te aktivnim sudjelovanjem u osmi\u0161ljavanju i provo\u0111enju mikro projekata.<\/span><\/p>\n

Obvezna literatura:<\/strong><\/span>
Geld, R. i \u0160imuni\u0107, M. (2009). A case study of a blind speaker of English as L2, u Brdar, M., Omazi\u0107, M. i Pavi\u010di\u0107-Taka\u010d V. (ur.)\u00a0Cognitive Approaches to English: Some Fundamental Interdisciplinary and Applied Aspects,\u00a0<\/i>Newcastle: Cambridge Scholars Publishing.<\/span>
Geld, R. 2006. Konceptualizacija i vidovi konstruiranja zna\u010denja: temeljne postavke i pojmovi kognitivnolingvisti\u010dkog teorijskog okvira,\u00a0Suvremena lingvistika<\/i>, 62, str. 183-211.<\/span>
Hollins, M. (2000). Vision Impairment and Cognition. U: Silverstone, B., Lang, M.A., Rosenthal, B.P., Faye, E.E. (ur.)\u00a0The Lighthouse Handbook on Vision Impairment and Vision Rehabilitation.<\/i>\u00a0Oxford University Press.<\/span>
Landau, B. and Gleitman, L. R. (1985).\u00a0Language and experience: Evidence from the blind child.\u00a0<\/i>Cambridge, MA: Harvard University Press.<\/span>
Rosel, J., Caballer, A., Jara, P. and Oliver, J. C. (2005). Verbalism in the narrative language of children who are blind and sighted.\u00a0Journal of Visual Impairment and Blindness,\u00a0<\/i>413- 425.<\/span>
Stan\u010di\u0107, V. (1991).\u00a0O\u0161te\u0107enja vida. Biopsihosocijalni aspekti.<\/i>\u00a0\u0160kolska knjiga, Zagreb.<\/span><\/p>\n

Dopunska literatura:<\/strong>
Conti-Ramsden, G. and Perez-Pereira, M. (1999). Conversational interactions between mothers and their infants who are congenitally blind, have low vision, or are sighted.\u00a0Journal of Visual Impairment and Blindness.<\/i><\/span>
Dirven, R. i Verspoor, M. 2004.\u00a0Cognitive Exploration of Language and Linguistics.<\/i>\u00a0Amsterdam\/Philadelphia: John Benjamins.<\/span><\/span><\/p>\n

 <\/p><\/p>\n","protected":false},"excerpt":{"rendered":"

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER 2013\/2014 DVOPREDMETNI STUDIJ 9. semestar Naziv kolegija: U\u010denici s posebnim potrebama: sljepo\u0107a i ovladavanje drugim jezikom Nositelj kolegija: prof. dr. sc. Renata Geld, docentNastavnik: dr. sc. Renata Geld, docent ECTS-bodovi: 3 Jezik: engleski Trajanje:\u00a01 semestar Status: izborni Oblik nastave:\u00a02 sata predavanja\u00a0+\u00a02 sata seminara Uvjeti: \u2013 Ispit:\u00a0kontinuirana evaluacija (2 testa […]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[48],"tags":[],"class_list":["post-12911","post","type-post","status-publish","format-standard","hentry","category-9-semestar-nastavnicki-smjer-dvopredmetni"],"_links":{"self":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/12911","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=12911"}],"version-history":[{"count":20,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/12911\/revisions"}],"predecessor-version":[{"id":19782,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/12911\/revisions\/19782"}],"wp:attachment":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=12911"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=12911"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=12911"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}