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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 3 Teaching English as a foreign language to dyslexic learners Ivana Cimermanová DOI: 10.17846/SEN.2015.39-62 Think and discuss • Do you think that (EFL) teachers understand learning disabilities and know how to accommodate their teaching? • Do you know anyone who is dyslexic? Can you describe compensation strategies s/he uses? • Do you know what the legislation is/ what are the possibilities/options for educating dyslexic learners in Slovakia? Foreign language learning is an integral and compulsory part of educational system in Slovakia and students with dyslexia who are integrated in the regular classes tend to face difficulties in foreign language learning (FLL). There are a lot of myths about dyslexia, as e.g. that people see things backwards or that dyslexia is rare (some studies and statistics reported that 1 in 5 people have dyslexia); some people believe it is a vision or auditory problem; similarly, the myth that dyslexics cannot read is not true. Almost in all study groups there are students with learning differences on different levels and there are also students that are not diagnosed. The problem of dyslexia is in fact associated with native language learning. There are various studies confirming that performance on standard measures of native language skill is related to the level of foreign language proficiency. Even though there is a group of scholars claiming that dyslexic learners should not study foreign language, there are also opinions that “many at-risk students can benefit from the study of a foreign language in the appropriate learning environment” (IDA, 2010). Crombie (1999) assesses the inclusion of dyslexic pupils into language learning very positively; she points out that “True inclusion in the modern languages classroom is about much more than having a presence and being exposed to another language. It is about feeling accepted and involved in a worthwhile learning experience whatever the level that can be achieved”. Many scholars and dyslexia specialists support this idea and draw our attention to the importance of social development and state that “while it is acknowledged that some dyslexic children are only likely to achieve limited competence in a foreign language, it is important to acknowledge that the opportunity to participate in communicative activities brings additional benefits such as enhanced social development“(The British Dyslexia Association, 2015). Teachers are expected to accommodate their teaching, their requirements and examination conditions to the individual needs however they are not systematically trained, to identify specific learning needs, to work with dyslexic students, to accommodate their teaching, which techniques, strategies to use. Even though there is a plethora of literature about dyslexia there is still not enough literature on methodology of teaching foreign languages to students with dyslexia. Dyslexia – definition, symptoms It is often claimed that dyslexia should be perceived as a different learning ability rather than as a disability. There are authors who see dyslexia as an advantage and gift (see e.g. Davis & Braun, 1997). It is important to define first what dyslexia is. Dyslexia can be defined as a language learning disability. Generally, it refers to the problems with reading, but students usually experience difficulties with spelling, pronouncing the words and writing. The term dyslexia “referred strictly to an impairment in the processing of written language. It was later recognised (Pumfrey & Reason, 2003) that the two terms seemed to be used 39
Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 interchangeably to cover the particular pattern of difficulties experienced” (Mortimore, 2008, p. 50). Specific learning disabilities, however, cover dyslexia as one type of specific difficulties along with e.g. dyspraxia or attention deficit disorder. It is important to realise that dyslexia is a specific learning disability that has neurological origin and cannot be cured. It is not a question of intelligence, intellectual abilities or age. The International Dyslexia Association defines dyslexia considering biological, behavioural, cognitive and environmental levels (Kormos & Smith, 2012, p. 24): Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Biological level Behavioural level Cognitive level Environmental level Dyslexia is a chronic, lifelong condition and “studies show definite brain differences between dyslexics and nondyslexics” (Wood, 2006, p. 18). As dyslexia may severely affect the self-perception the early identification is important (watch e.g. HBO Documentary Film Journey into Dyslexia, 2011). It is very hereditarian. And it is many times unexpected as children are very bright but they have problems with acquiring a written language. It frequently happens that children are very frustrated, they are struggling very hard, before being diagnosed as they themselves as well as other people do not understand what the problem is. The pupils are usually described as low and/or lazy; sometimes they are labelled as disorganized, stupid, dummies. A lot of people are embarrassed with the dyslexia “label”; it happens that parents do not want to accept that their child is dyslexic. Hudson (2013) explains the positive aspects of dyslexia identification and possible labelling learners with dyslexia. He claims that people have to “understand the talents that go along with dyslexia and those who have it in the way their brains operate. It’s a package of strengths, and some areas of challenge. More to the school system, however, is labelling is sometimes relieving to a child. And that’s true whether it’s a mental health issue or learning issue. Or a health issue that’s beyond a mental health issue. People need to get a handhold on something in order to know – it’s not about them, that whatever they are contending with it might be a challenge, is not a character flaw”. Early identification 1 is also important because “the brain is much more plastic in younger children and potentially more malleable for the rerouting of neural circuits” (Shaywitz, 2008, p. 611-612). The symptoms or behaviors associated with dyslexia can be observed and help the parent or teacher to suspect dyslexia. Concerning symptoms associated directly with language we can mention that dyslexic children are late-talking, they start to speak late, they cannot tell the rhyming words, reverse letters and numbers (especially p and b, w and m, 3 and 5), they alter or leave out word parts, they have problem to break words into their component, to discriminate sounds within a word – phonological processing (d-o-g). There are also other than language (non-linguistic) symptoms as e.g. confusion with before and after, left vs. right confusion, difficulty remembering and following directions, difficulty with motor skills and organisation, attention. Many dyslexic children show problems with handwriting, processing speed, working memory. “At the upper levels of the language hierarchy are components involved with, for example, semantics (vocabulary or word meaning), syntax (grammatical structure), and discourse (connected sentences). At the lowest level of the hierarchy is the phonologic module, which is dedicated to processing the distinctive sound elements of language. Dyslexia involves a 1 „In 1994 Reid observed that about 15% of the children who were identified as having specifi c learning diffi culties were not identifi ed until they reached secondary education“ (Mortimere, 2008, p. 57). 40
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