Date: Saturday, May 11, 2024 6:00 PM - Sunday, May 19, 2024 9:00 PM
Location: Tokyo・Osaka (Online Live)

Cognitive Diversity in Language Learning, Teaching and Assessment


Professor:  Dr. Judit Kormos (Lancaster University, U.K.) 

Credit hours:  1 credit hour

Schedule:  3-hour online Zoom sessions for four days

  • Saturday, May 11 from 18:00 to 21:00
  • Sunday, May 12 from 18:00 to 21:00
  • Saturday, May 18 from 18:00 to 21:00
  • Sunday, May 19 from 18:00 to 21:00

Students taking this seminar for credit must attend all four days.

This seminar will be conducted by 3-hour online Zoom sessions for four days: Saturday, May 11, Sunday, May 12, Saturday, May 18 and Sunday, May 19 from 18:00 to 21:00 (JST). Students taking this seminar for credit must attend all four days. Students can add/drop this seminar course by 22:00 on Saturday, May 11.

The pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, May 11 from 18:00 to 21:00 (JST). The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, May 10 at 12:00. The public session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, May 10.

Language learners can vary along a wide range of cognitive, affective, social, educational, and contextual dimensions. Second language acquisition research has long acknowledged the importance of cognitive factors in the effective learning of additional languages but cognitive diversity among learners is rarely considered from the perspective of inclusion and access in our field.

This seminar aims to increase awareness of cognitive diversity and its impact on learning and teaching another language. The course will provide relevant theoretical background to help students understand the concepts of working memory and foundational first language skills (e.g. phonological awareness) that can account for variable outcomes in language learning and that can be indicative of specific learning differences such as dyslexia.  We will also learn about the underlying principles of inclusive language teaching methods that cater for the needs of students with different cognitive profiles. We will also evaluate resources used in teaching languages to students with learning difficulties and design language teaching tasks that meet the needs of students with different ability profiles. The seminar will equip participants with relevant skills and knowledge to design and administer language tests that offer fair opportunities for everyone to display their second language skills.

Open to the Public

This seminar is open to the public, with first three hours for free.

How to attend the seminarSeminar Sign Up Form