Search results for: dyslexia-in-the-foreign-language-classroom

Dyslexia in the Foreign Language Classroom

Author : Joanna Nijakowska
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This book addresses specific learning difficulties in reading and spelling – developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. It offers an up-to-date and reader-friendly study of the mechanisms of dyslexia and an overview of the current research on the disorder, in theoretical and practical terms. Its aim is to help teachers tackle one of the many challenges they face in the modern classroom: the organization of an effective foreign language teaching process for students with dyslexia.

Dyslexia and Foreign Language Learning

Author : Elke Schneider
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Offering strategies and techniques for teaching modern foreign languages - an often severely challenging subject for pupils with dyslexia - this book is specifically designed to meet the needs of the busy subject specialist teacher looking for guidance on supporting pupils. The book examines alternative approaches to teaching modern languages and introduces useful teaching materials and software. A list of references to resources and organizations offer the reader further assistance. While the book focuses on foreign language learning and teaching at the secondary level, ideas are provided on how to adapt the strategies for both younger and older foreign language learners with dyslexia. The book can be used effectively as a professional text for in-service and pre-service foreign language teachers as well as support staff.

Dyslexia in the Foreign Language Classroom

Author : Ilaria Ciccone
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The thesis consists of a theoretical and a practical part. The first discusses dyslexia as a learning difficulty, focusing primarily on its impact on writing skills and on foreign language learning. This is followed by an overview of suggested approaches to an inclusive teaching of writing, which aims at reaching the whole classroom while always being aware of the needs of students with learning difficulties, especially dyslexic students. The suggested approaches all derive from a process approach to writing. Writing is understood as a skill that can be acquired through consistent practice and by following some essential steps. From this premise derive a genre approach to writing, a workshop approach to writing, and a scaffolding approach to writing, which stress different aspects of the writing process. Alternative media such as graphic novels and blogs are also presented as an additional source of motivation and a way to acknowledge multimodal literacies and practice multiliteracy skills. The practical part therefore suggests a possible rendition of a process approach to writing in English as a foreign language, exploiting material from the textbook and workbook Itchy Feet 2 for students in the 8th grade, and using blogs as the media. The aim is to create an inclusive lesson plan for teaching writing.

Inclusion of Special Needs Children in Foreign Language Learning Lessons

Author : Özlem Arslan
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Seminar paper from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, University of Wuppertal, course: Bilingual Studies Abroad, language: English, abstract: Diese Hausarbeit wurde für ein Begleitseminar für ein Auslandspraktikum in Wales zum Thema Inklusion im Fremdsprachenunterricht verfasst. Dabei wurden ADHS und Legasthenie als Schwerpunkt ausgewählt. Ein anderer Schwerpunkt lag auf die Aussichten von einem inklusiven Klassenraum im Englischunterricht in Deutschland. This term paper aims to examine the future prospects for inclusive English classes in Germany. The paper will begin with the introduction of two different kinds of learning disabilities: ADHD and Dyslexia. (The paper will only contain these two additional needs because special needs are a very broad topic.) This part will also aim to introduce methods and approaches of how to deal with these learning needs in foreign language classrooms. The main part will contain a comparison between those methods and approaches and the experiences I made in the Welsh lessons during my stay abroad. The accentuation will be on the linking of the concepts with the experiences. The paper will also contain a conclusion where the future prospects of inclusive classrooms in Germany will be discussed and all results will be concluded.

Dyslexia in First and Foreign Language Learning

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According to International Educational Statistics (2008), there are total of 654.9 million school-age children in the world. If dyslexia affects 10–15% of these youth (Fletcher et al. 2007), this translates to approximately 65–98 million students with difficulties in reading and writing. The EU strategic plan for education (2010) recognises the need for EU citizens to speak a foreign language. As such, foreign language courses are introduced on an obligatory basis at the primary level of education. Dyslexic students are not exempt from this regulation, and, thus, are confronted with different language systems that must be mastered. The difficulty here escalates if the systems differ significantly in their levels of orthographic transparency. Reading and writing are operationalised by the same biological functions that are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts, whereas Spanish and Italian are described as transparent orthographies. These differences are discussed in this book as part of the language specific perspective, which can, in turn, raise questions such as: “Is a dyslexic student equally impaired in any language they study?” and “Is the type of difficulty primarily dependent on the language system or is it rather a dyslexia syndrome?” This volume provides answers through a synthesis of research on reading difficulties in first and foreign languages and existing taxonomies of dyslexia sub-types.

The Second Language Learning Processes of Students with Specific Learning Difficulties

Author : Judit Kormos
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The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs). It summarizes research advances in the fields of cognitive and educational psychology and integrates them with recent studies in the area of second language acquisition (SLA). Thus the book is relevant not only to readers who are particularly interested in the role of specific learning difficulties in learning additional languages, but also to those who would like to understand how individual differences in cognitive functioning influence SLA. The book focuses on four important areas that are particularly relevant for language learners with SpLDs: the processes of SLA in general and the development of reading skills in particular, the effectiveness of pedagogical programs, the assessment of the language competence of students with SpLDs and identifying SpLDs in another language. The book also views learners with SpLDs in their social and educational contexts and elaborates how the barriers in these contexts can affect their language learning processes. This is an excellent resource for language teachers, students, and researchers in the areas of second language acquisition and applied linguistics.

Digital Tools to Support Writers in the EFL Classroom Technology and its Benefits for Dyslexic Students

Author : Özlem Arslan
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Seminar paper from the year 2019 in the subject Didactics - English - Pedagogy, Literature Studies, University of Wuppertal, language: English, abstract: The increased use of digital tools in the EFL class and the inclusion of special education needs students into classrooms sets the question how the use of digital media in the foreign language classroom impacts special education needs students. Does it enhance or impede their abilities, especially their abilities in writing, in the foreign language learning process? The modern society can be characterized as a technology based information society. Therefore, it should be no surprise that there is an increased use of digital tools in many classrooms. As an example, foreign language teachers make use of a wide range of electronically based technology resources to allow for an authentic foreign language experience in the classroom. However, there is another factor which foreign language teachers have to take in account when including digital media in their lessons; the inclusion of special education needs students. In the year 2006 a political document, named Convention of the United Nations on the rights of persons with disabilities, came into force in New York and was signed by 167 states. This document promotes for the non-discrimination of of people with disabilities and demands the change of the structure of the whole society. Since its publication it has led to the beginning of many changes in different areas of life; especially in education. From an educational point of view the most important articles in this document are §24 2a and §24 2b which declare the right of persons with disabilities to have equal access to education at primary and secondary schools. In 2009 Germany ratified the Convention of the United Nations on the rights of persons with disabilities and with that started the implementation of inclusive classrooms.

Supporting the Dyslexic Pupil in the Curriculum

Author : Christina Richardson
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Within the context of a frequently changing education policy background, this exploratory study examines mainstream's claim to be able to respond to diversity, in particular, to the needs of dyslexic learners. The views of teachers and learners in the MFL classroom were explored, examining teachers' understandings of dyslexia in the light of the current education climate and considering the impact of policy on practice. In order to understand the political context of this study, educational policy making and implementation were examined, highlighting the influences on the development of the current policy of inclusion and of the drive for 'languages for all', a national strategy promoted by the Department for Children, Schools and Families (DCSF) to improve language skills and opportunities in England. -- Theories purporting to explain dyslexia were investigated with particular reference to the concept of phonological deficit, often presented as the most useful and sustainable explanation of dyslexia as a 'within-child' factor in language learning difficulties by education professionals. Dyslexia was also considered as one of a number of individual learner differences, such as learning style and motivation which may impact on language learning. Environmental factors, such as the structure of the language being studied and pedagogical practices were also explored. -- This is a qualitative study. Data were collected from an emic perspective for the empirical study. Semi-structured interviews were conducted with teachers and students and classroom observations were carried out in mainstream Modern Foreign Language (MFL) classrooms and in phonics and literacy classes in primary schools. The classroom data were analysed using discourse analytic methods.

The Effects of Dyslexia on Second Language Learning

Author : Hannah Maria Depaoli
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Seminar paper from the year 2015 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Graz (Anglistik), course: Research Perspectives on Second Language Acquisition, language: English, abstract: After a general overview on Dyslexia, defining it as an impairment of the ability to recognize and comprehend written language, accompanied by difficulties in writing and spelling as well as slow reading and reduced reading comprehension, general facts about the deficit are presented, such as its prevalence and its official definition in the international ICD-10 catalogue. With regard to the effects of Dyslexia on foreign language learning the topic of orthographies is discussed and various examples for transparent and less transparent orthographies are provided, as several studies have suggested that the transparency of an orthography determines the ease and speed of reading and writing in a language. The orthography of the German and English language are discussed and differences in transparency are pointed out. German, having a rather transparent orthography, i.e. clear-cut grapheme-phoneme correspondences, is easier to adapt to than English, which has a deep orthography with irregular grapheme-phoneme correspondences. The fact that English is an obligatory subject in most curricula makes it essential to find ways to deal with its inconsistency and to design helpful material for both, normally developing and dyslexic students. Several findings about the effects of Dyslexia on foreign language learning are relevant for the foreingn language classroom. Implications for teaching techniques, material and lesson planning are discussed in this paper.

Multilingualism Literacy and Dyslexia

Author : Lindsay Peer
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This timely book provides: current and informative guidance for practitioners involved in areas of literacy, multilingualism and dyslexia, invaluable advice on assessment and support for bilingual learners and those needing to acquire a modern foreign language, an essential text for staff development in this area, reference to innovative approaches in technology and other teaching programs beneficial to multilingual learners, advice on learning additional languages. With contributions from international practitioners and researchers, this book will provide guidance to anyone involved in literacy development, language learning and teaching

Multilingualism Literacy and Dyslexia

Author : Lindsay Peer
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This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual learners the impact of dyslexia on bilingualism the literacy challenges facing learners from Indigenous cultures the role of the SENCO in identifying children with English as an additional language and Dyslexia the emotional needs of learners with bi/multilingualism and Dyslexia This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.

Foreign Languages for All

Author :
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Supporting Learners with Dyslexia in the ELT Classroom

Author : Michele Daloiso
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This book provides specific support to teachers who need to accommodate learners with dyslexia in their ELT classrooms – guiding them through the main steps of the process with clear explanations, suggestions, and practical tools. Areas covered include: • the nature and causes of dyslexia • emotional, cognitive, and linguistic factors connected to dyslexia and English as a foreign, second, or other language • methodological guidelines for making English language teaching accessible for learners with dyslexia • strategies for phonological and orthographic work • developing communicative skills in oral and written language • accessible language testing and assessment in classroom-based and official contexts. Extra resources are available on the website: www.oup.com/elt/teacher/supportingdyslexia

English as a Foreign Language

Author : Fotini Anastassiou
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This book introduces the reader to the ongoing research on teaching English as a foreign language and highlights recent trends in theories of acquisition, teaching and development of communication and intercultural skills. As English as a third language is increasingly recognised as a common world reality, research around this particular subject certainly provides useful answers to questions regarding the most desirable pedagogical method when teaching it at school, the strategies that students use when learning foreign languages, the best age for introducing additional languages in the school curriculum, and the attitude of pupils when learning a foreign language, and English in particular, given its global significance. The contributions gathered here will give the reader a general idea of where research on English as a foreign language is heading now in the areas of teaching, pedagogy, intercultural and multilingual studies and teaching students with learning difficulties. The authors situate their research in current debates in terms of theory and empirical data. They address issues of English as a foreign language in a wide variety of settings, countries and orientations, coming from Brazil, Bulgaria, Chile, Cyprus, France, Germany, Greece, Italy, Portugal, Turkey, the UK and the USA.

Teacher s Handbook

Author : Judith L. Shrum
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Teacher's Handbook emphasizes real-world practice by presenting a concise theoretical review followed by provocative case studies that ask new and experienced instructors to judge for themselves how best to acquire ESL and foreign language proficiency. Appropriate for secondary and college instructors, Teacher's Handbook also includes extensive appendices covering professional organizations, publications, and performance standards for language teachers and students. This new edition includes a text-specific web site that contains video case studies, a bulletin board, and useful links to a variety of professional organizations and mailing lists.

Teaching Languages to Students with Specific Learning Differences

Author : Prof. Judit Kormos
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This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.

Facing Diversity in Child Foreign Language Education

Author : Joanna Rokita-Jaśkow
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Second Language Instruction acquisition Abstracts

Author :
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Investigations in Teaching and Learning Languages

Author : Danuta Gabryś-Barker
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The book presents most recent investigations into foreign language teaching and learning discussed by prominent scholars in the field. A wide variety of topics ranges from theoretical approaches to foreign language instruction to a discussion of findings of empirical research in language learning and pedagogy. The theoretical part of the volume tackles issues which constitute the backbone to the understanding of the processes involved in language development, learning and teaching and thus contribute to applied research. The empirical articles in Parts Two and Three of the volume report on studies focusing on such important issues as various dimensions of awareness (language, cross-cultural competence or affectivity) and specific methodologies implemented in different educational settings (such as, for instance, dyslexic learners) or in teacher training programmes.

Current Index to Journals in Education

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