Teaching English as a Foreign Language to Students with Dyslexia. A Literature Review

Abstract

Teaching neurodivergent young learners means being aware of their needs and adapting our teaching methods to match these needs. The article is focused on teaching English as a Foreign Language to young students with dyslexia, a learning difference which affects the manner in which students process language, and which is present at birth. Learning languages can represent a great challenge for these students, as a result of reading and spelling difficulties. The current article explores the characteristics of dyslexic learners, specific difficulties encountered during the English lessons, as well as successful methods for teaching EFL. This research is focused on schoolchildren and teenagers with dyslexia. A subsection in the introductory chapter is dedicated to students with ADHD and dyslexia, as these can frequently co-occur. Knowledge about neurodiversity can help teachers succeed in teaching students with dyslexia, as these students often suffer from stress in a (traditional) classroom environment. By developing inclusive learning environments, planning inclusive lessons, and using appropriate assessment methods, teachers can support dyslexic learners in developing strong language skills. The last part of the article investigates the benefits of multilingualism for dyslexic learners, as the recent decades have brought more research on bilingualism in students with special educational needs (SEN) The article aims to support teachers of English as a foreign language, but it may also be of interest to parents or other educators, as well as to dyslexia researchers. Understanding the impact that dyslexia has on language learning can make us adapt our teaching strategies in order to help these students in their learning journey. Besides using appropriate strategies, it is important to work on building confidence, by focusing on progress and strengths rather than comparing the students to their peers. As these learners may struggle with lower self-esteem, a positive teacher mindset is essential.