{"id":41,"date":"2020-01-16T13:04:33","date_gmt":"2020-01-16T13:04:33","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/?page_id=41"},"modified":"2025-02-25T15:32:51","modified_gmt":"2025-02-25T15:32:51","slug":"videos-and-presentations","status":"publish","type":"page","link":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/videos-and-presentations\/","title":{"rendered":"Videos and presentations"},"content":{"rendered":"<h3>Fairness and accessibility in language testing for neurodiverse candidates<\/h3>\n<p><iframe loading=\"lazy\" title=\"Fairness and accessibility in language testing for neurodiverse candidates\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/9OdkMQOsqac?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h3 class=\"title style-scope ytd-video-primary-info-renderer\">The benefits of listening while reading for dyslexic and non-dyslexic English language learners<\/h3>\n<p><iframe loading=\"lazy\" title=\"The benefits of listening while reading for dyslexic and non-dyslexic English language learners\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/OGG7NLvysuE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3><a class=\"yt-simple-endpoint inline-block style-scope ytd-thumbnail\" href=\"https:\/\/www.youtube.com\/watch?v=YTGaienl0mM&amp;pp=ygUMa29ybW9zIGp1ZGl0\" rel=\"null\" aria-hidden=\"true\"><img decoding=\"async\" class=\"yt-core-image--fill-parent-height yt-core-image--fill-parent-width yt-core-image yt-core-image--content-mode-scale-aspect-fill yt-core-image--loaded\" src=\"https:\/\/i.ytimg.com\/vi\/YTGaienl0mM\/hqdefault.jpg?sqp=-oaymwE2COADEI4CSFXyq4qpAygIARUAAIhCGAFwAcABBvABAfgB_gmAAtAFigIMCAAQARh_IBMoHDAP&amp;rs=AOn4CLAMREKh_60w5cW6sm4q7PDT8TiIlw\" alt=\"\" \/><\/a><\/h3>\n<div id=\"hover-overlays\" class=\"style-scope ytd-thumbnail\"><\/div>\n<div class=\"text-wrapper style-scope ytd-video-renderer\">\n<div id=\"meta\" class=\"style-scope ytd-video-renderer\">\n<div id=\"title-wrapper\" class=\"style-scope ytd-video-renderer\">\n<h3 class=\"title-and-badge style-scope ytd-video-renderer\"><a id=\"video-title\" class=\"yt-simple-endpoint style-scope ytd-video-renderer\" title=\"Language Testing Bytes Podcast #29: Interview with Judit Kormos\" href=\"https:\/\/www.youtube.com\/watch?v=YTGaienl0mM&amp;pp=ygUMa29ybW9zIGp1ZGl0\" aria-label=\"Language Testing Bytes Podcast #29: Interview with Judit Kormos by Language Testing 27 views 1 year ago 18 minutes\"> Language Testing Bytes Podcast #29: Interview with Judit Kormos <\/a><\/h3>\n<\/div>\n<\/div>\n<\/div>\n<h3>Podcast on digital inclusion<\/h3>\n<p><a href=\"https:\/\/www.cambridge.org\/elt\/blog\/2023\/05\/24\/teachers-talk-tech-3-digital-inclusion-in-language-teaching\/\"><span style=\"color: #000080\">https:\/\/www.cambridge.org\/elt\/blog\/2023\/05\/24\/teachers-talk-tech-3-digital-inclusion-in-language-teaching\/<\/span><\/a><\/p>\n<h3>New perspectives in inclusive language teaching<\/h3>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" title=\"New perspectives on inclusive language teaching | Judit Kormos\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/3PC6LoiPSKQ?list=PLxE1zzJKa1eF1RqqfdvgOh13jnq4zAD5t\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3 class=\"title style-scope ytd-video-primary-info-renderer\">Inclusive language teaching in pandemic times<\/h3>\n<p><iframe loading=\"lazy\" title=\"Inclusive language teaching in pandemic times\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/dLqlTm3cGSA?start=4&#038;feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3 class=\"title style-scope ytd-video-primary-info-renderer\">Inclusive practices for learning differences<\/h3>\n<p><iframe loading=\"lazy\" title=\"Inclusive practices for learning differences\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/fINkuIeVqbU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3>What is the effect of dyslexia on language learning?<\/h3>\n<p><iframe loading=\"lazy\" title=\"What is the effect of dyslexia on language learning?\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/PiU7RDEkolI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3>Judit Kormos&#8217; presentation on specific learning difficulties and language learning<\/h3>\n<p><iframe loading=\"lazy\" title=\"Judit Kormos   SpLDs   Teaching\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/H0PXymezh_k?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3>Inclusivity and accessibility podcast:<\/h3>\n<p><iframe loading=\"lazy\" title=\"113: Accessibility and Inclusivity with Judit Kormos\" width=\"676\" height=\"507\" src=\"https:\/\/www.youtube.com\/embed\/pBUek7JjCio?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h3>Dr. Kate Cain on the nature of reading difficulties<\/h3>\n<h4><span style=\"color: #000080\"><a style=\"color: #000080\" href=\"https:\/\/www.futurelearn.com\/courses\/dyslexia\/5\/steps\/468600\">https:\/\/www.futurelearn.com\/courses\/dyslexia\/5\/steps\/468600<\/a><\/span><\/h4>\n<h3><\/h3>\n<h3 class=\"a-article-h1 title\">Students with dyslexia talk about some difficulties they face<\/h3>\n<h4><span style=\"color: #000080\">https:\/\/www.futurelearn.com\/courses\/dyslexia\/5\/steps\/468605<\/span><\/h4>\n<h3>Dr. Anne Margaret Smith on inclusive language teaching<\/h3>\n<p><iframe loading=\"lazy\" title=\"Dr. Anne Margaret Smith,   Inclusive Language Teaching\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/_XXVRwiUY0Y?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h3>Accommodating dyslexic language learners in the classroom<\/h3>\n<p><iframe loading=\"lazy\" title=\"Accommodating dyslexic learners in the classroom\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/uwHmq6phZsE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h3>Language learning and musical activities by ELTwell<\/h3>\n<p><iframe loading=\"lazy\" title=\"Language Learning and Musical Activities (LLAMA)\" width=\"676\" height=\"507\" src=\"https:\/\/www.youtube.com\/embed\/xf46iCtLrtE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3>Multi-sensory tasks for teaching spelling (FutureLearn course)<\/h3>\n<h4><a href=\"https:\/\/www.futurelearn.com\/courses\/dyslexia\/5\/steps\/468646\"><span style=\"color: #000080\">https:\/\/www.futurelearn.com\/courses\/dyslexia\/5\/steps\/468646<\/span><\/a><\/h4>\n<h3>Joanna Nijakowska presents techniques for developing phonological and orthographic awareness<\/h3>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" title=\"Dyslexic Learners in the EFL Classroom: Part 4\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/ofDMOmuG4GQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video on universal design in language teaching<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"Presentation on universal design in language teaching\" width=\"676\" height=\"380\" src=\"https:\/\/www.youtube.com\/embed\/aEKi9q5QctM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h3>Additional videos can be found in the ENGaGE teacher education programme<\/h3>\n<p>Materials in English:<span style=\"color: #000080\"> http:\/\/engage.uni-miskolc.hu\/index.php\/teacher-training-programme\/<\/span><\/p>\n<p>Materials in German: <span style=\"color: #000080\">http:\/\/engage.uni-miskolc.hu\/index.php\/lehrer-fortbildung\/<\/span><\/p>\n<h3><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-296 alignright\" src=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/principles-of-inclusive-task-design-300x171.jpeg\" alt=\"principles-of-inclusive-task-design\" width=\"284\" height=\"162\" srcset=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/principles-of-inclusive-task-design-300x171.jpeg 300w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/principles-of-inclusive-task-design-1024x583.jpeg 1024w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/principles-of-inclusive-task-design-768x437.jpeg 768w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/principles-of-inclusive-task-design-1536x875.jpeg 1536w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/principles-of-inclusive-task-design-2048x1166.jpeg 2048w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/principles-of-inclusive-task-design-676x385.jpeg 676w\" sizes=\"auto, (max-width: 284px) 100vw, 284px\" \/>Presentation on inclusive language teaching material design<\/h3>\n<p>PPT slides by Judit Kormos presented at\u00a0 the Colloquium on Specific Learning Differences in Greece (TESOL Greece conference, November 2018). Link to slides: <a href=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/Greecetalk2018.pdf\"><span style=\"color: #000080\">Greecetalk2018<\/span><\/a><\/p>\n<h3><\/h3>\n<h3>Presentation on developing writing skills in an inclusive classroom<\/h3>\n<h3><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-299 alignright\" src=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/maltaworkshop-300x168.jpeg\" alt=\"maltaworskshopslide\" width=\"300\" height=\"168\" srcset=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/maltaworkshop-300x168.jpeg 300w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/maltaworkshop-1024x573.jpeg 1024w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/maltaworkshop-768x429.jpeg 768w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/maltaworkshop-1536x859.jpeg 1536w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/maltaworkshop-2048x1145.jpeg 2048w, http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/maltaworkshop-676x378.jpeg 676w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/h3>\n<p>PPT slides by Judit Kormos presented at the 8th ELT conference in Malta (Malta, October, 2019). Link to slides: <a href=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/Maltaworkshop.pdf\">Maltaworkshop<\/a><\/p>\n<h3><\/h3>\n<h3>Presentation for learners<\/h3>\n<p>This presentation outline gives tips and advice to students on learning strategies and techniques that can assist in language learning.<\/p>\n<p>Link to PPT of presentation: <a href=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/files\/2020\/01\/FOstudents2019_website.pdf\"><span style=\"color: #000080\">FOstudents2019_website<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Fairness and accessibility in language testing for neurodiverse candidates &nbsp; The benefits of listening while reading for dyslexic and non-dyslexic English language learners Language Testing Bytes Podcast #29: Interview with Judit Kormos Podcast on digital inclusion https:\/\/www.cambridge.org\/elt\/blog\/2023\/05\/24\/teachers-talk-tech-3-digital-inclusion-in-language-teaching\/ New perspectives in inclusive language teaching &nbsp; Inclusive language teaching in pandemic times Inclusive practices for learning differences&hellip; <a class=\"continue\" href=\"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/videos-and-presentations\/\">Continue Reading<span> Videos and presentations<\/span><\/a><\/p>\n","protected":false},"author":36,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-41","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/pages\/41","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/comments?post=41"}],"version-history":[{"count":38,"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/pages\/41\/revisions"}],"predecessor-version":[{"id":364,"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/pages\/41\/revisions\/364"}],"wp:attachment":[{"href":"http:\/\/wp.lancs.ac.uk\/learning-languages-with-splds\/wp-json\/wp\/v2\/media?parent=41"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}