Supporting learners with dyslexia in the ELT classroom

Recent years have seen an increased awareness of the presence of learners with ctyslexia in our schools, and ongoing research is helping teachers understand the nature, causes, and challenges of dyslexia, as well as the potential and learning preferences of students with this learning difference. English as a Foreign Language (EFL) is a key subject in the school curriculum all over the world, and in most cases learners with dyslexia are not exempt from studying it. Unfortunately, English can be very challenging for these learners, not only because of their learning difference, but also because of a number of additional barriers that may be present in the classroom due to inappropriate teaching methods. While clinical and pedagogical research show that learners with dyslexia require specific attention in the foreign language classroom, school regulations vary, only in some countries are these learners eligible for individualized special needs teaching, while probably the most common scenario involves them being included in mainstream classes without special needs support. What can EFL teachers reasonably do in their classrooms to support learners with dyslexia? What do they need to know? WTiat principles, strategies, and techniques should they use? And when it comes to assessing these learners, what should they do? This book provides answers to these questions based on current trends in foreign language research which, over the past 30 years, have increasingly addressed the topic of how to teach languages to students with learning differences. In particular, the book oudines a methodological framework of reference for those EFL teachers who have (or will have) learners with dyslexia in their classrooms and wish to know how to provide appropriate learning support. This book is suitable for experienced and less experienced teachers, master’s and doctoral students, teacher trainers, and those generally interested in the theory and practice of teaching and testing students with this specific learning difference. It is also aimed at researchers in the field of language teaching and learning. This book provides both theoretical foundations and practical suggestions for teaching English to learners with dyslexia. Chapters 1-3 provide a theoretical overview of dyslexia and language learning. Chapter 1 defines dyslexia and discusses how it affects literacy skills and other relevant areas of learning. Chapter 2 discusses why English can be particularly challenging for students with dyslexia and focuses on some key factors that can affect the successful learning of English as a foreign language. Chapter 3 introduces the Language Teaching Accessibility Theory (LTAT), which helps teachers to both identify potential barriers to learning, and to design accessible learning environments. Chapters 4-6 move from theory to practice and provide methodological and practical solutions for supporting learners with dyslexia in the ELT classroom. Chapter 4 focuses on two critical areas for learners with dyslexia, namely phonology and orthography, and provides strategies and techniques for dealing with them, especially at an early age.