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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.
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.
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.
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.
"This book is intended to help language teachers to work effectively and successfully with students who have specific learning difficulties (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that 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"--Publisher.
In recent years language learning has been increasingly viewed by some SLA researchers as an essentially social-psychological process in which the role of a wider sociocultural context should not be marginalized. This volume offers a valuable contribution to this growing body of research by providing theoretical considerations and empirical research data on themes such as the development of intercultural communicative competence, the role of English as a lingua franca in intercultural communication, and the place of cultural factors in SLA theorizing, research, second/foreign language teaching and teacher training. The volume also contains contributions which share the linguistic interest in the culture-related concepts and constructs such as time, modesty, politeness, and respect, discussing the culture-dependent differences in conceptualization and their reflection in particular language forms and linguistic devices.
In this age of globalisation, people who do not speak a foreign language are at a serious disadvantage in the job market. It is therefore of great relevance that learners with learning disabilities are also provided with equal and appropriate opportunities to acquire a second or foreign language. The aim of the book is to give readers an insight into the language learning process of learners with disabilities. The articles discuss the learning process and the teaching of dyslexic as well as hearing impaired learners in various parts of the world, from the USA and Canada to England, Norway, Poland and Hungary. The intended audience of the book is language teachers, MA and MEd students, and researchers in the field of SLA, applied linguistics, or special education.

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