Teaching foreign languages to students with a profile of dyslexia

Abstract

Dyslexia presents a myriad of difficulties, especially when learning a new language. Nonetheless, the use of several strategies and techniques can be used to address these challenges. These strategies include multisensory approaches, groupwork, using ICT judiciously and dyslexia-friendly resources. Furthermore, the notion of curricula and examinations that address dyslexic students’ needs within an inclusive environment is explored. The study explored how foreign-language teachers experience teaching students with dyslexia. The research question begged a qualititative design and seven teacherparticipants were individually interviewed and observed in class. The results of the interviews and class observations evidence that although the teachers were well aware of challenges and strategies to use in class, there are at times differences between what they think they do and what they actually do. In a context where dyslexic students’ strengths were highlighted and employed in practice, there was also at times incorrect implementation due to economic difficulties or lack of understanding. Participants were aware that languages with transparent orthography were easier to learn with regard to literacy. Participants perceived MATSEC examination as unfair to dyslexic students and recommended the new SPA system which caters for students’ four linguistic skills. Participants further recommended the use of simple instructions in these languages, supported through various media, as this increases understanding exponentially.