Transcript What is dyslexia?

Supporting Foreign Language
Learners with Dyslexia
Laura Puente Martín & Susanne Winchester
Workshop outline
• Background information: Dyslexia in Modern
Language Learning Project (DMLL)
• What is dyslexia & how does it impact on
language learning?
• How can teaching and materials be adapted to
accommodate specific learning needs?
Dyslexia in Modern Language
Learning Project
•
•
•
•
WHAT DID WE DO?
Literature review
Formulation of practical guidelines
Production of ‘dyslexia-friendly’ materials
Peer review of materials and peer
observations
What is dyslexia?
• a specific learning difference
• experienced by each individual differently
• Different way of processing of information,
affecting language, short-term memory and
retrieval of information
Dyslexics may experience difficulties
in:
•
•
•
•
•
•
•
Phonological awareness
Auditory discrimination
Verbal memory and processing
Sequencing
Writing
Grammar and syntax
Visual discrimination
What can be the specific challenges
when learning a foreign language?
•
•
•
•
•
•
•
•
Phonological system
Remembering and retrieving vocabulary
Spelling
Linguistic structures and grammar concepts
Listening and reading
Academic skills
Lack of specific foreign language study skills
Lack of confidence and self-esteem
How can we make
adjustments
to accommodate particular
learning needs?
Principles of learning
 Meta-cognition
 Motivation
 Multi-sensory
 Over-learning
 Relevance
 Little and often
 Modelling
ADSHE
Key pointers
•
•
•
•
Overload reduction
Interaction with material
Creativity and imagination
Organisation of information to aid memorising
Dyslexic learners prefer learning that
is……
•
•
•
•
auditory
visual
kinaesthetic
tactile
…… and benefit from:
a multi-sensory approach to teaching
Multi-sensory approach
use of different sensory channels
to create ‘overlearning’
Overlearning
highly visual
pastel
backgrounds
uncluttered
layout
sans-serif typeface
multi-sensory
Example 1 – Grammar
http://loro.open.ac.uk/3340
Example 2 – Study Skills: TMA
Preparation
http://loro.open.ac.uk/3359/
Example 3 –
Pronunciation/Spelling
http://loro.open.ac.uk/3353/
Over to you!
Which of these resources do you consider to
be ‘dyslexia-friendly’?
How could you adapt the rest to make them
‘dyslexia-friendly’?
Example 4 - http://loro.open.ac.uk/719/
Example 5 - http://loro.open.ac.uk/426/
Example 6 http://loro.open.ac.uk/3233/
Example 7 http://loro.open.ac.uk/717/
Example 8 http://loro.open.ac.uk/654/
Example 9 http://loro.open.ac.uk/639/
Example 10 http://loro.open.ac.uk/3364/
Example 11 http://loro.open.ac.uk/834/
Example 12 http://loro.open.ac.uk/655/
Example 13 http://loro.open.ac.uk/494/
Example 14 http://loro.open.ac.uk/834/
Example 15 http://loro.open.ac.uk/3363/
Example 16 http://loro.open.ac.uk/870/
Example 17 L130 TMA 1
Example 18 L314 TMA Guidance
Conclusion
What constitutes good practice for
dyslexic students is often good practice
for all students.
How can we support students?
Study skills training – advice that can
help dyslexic MFL students
•
•
•
•
Learning of Vocabulary
Learning of Rules
Taking Notes
Listening
Further Support
• Diagnostic testing
• Additional support sessions
• to promote successful study skills
• to deal with TMA requirements and other issues
• Providing information about access to assistive
technology and other support tools and training in using
it
• Advising students of recorded tutorials (if tutorials are
recorded)
What if…..?
…. a student says…
1. …. in a tutorial, after setting up an activity: "I don't think I can do
this one, I am sorry, can I just listen?".
2. “What's on the TMA?”
3. “I am very behind.”
4. “I am not very good at this.”
5. “I am not very confident about my writing.”
6. “I have lots of ideas, that is not a problem, but I need help with
preparing for a TMA, I may sit down for a long time and not be
able to start writing at all.”
7. “I really am not sure about attending the Day School, it scares me.”
8. And finally: You receive the first oral TMA in a beginners
course and find you can understand very little of it.
What do you do??
Further Information
Where can tutors find more information?
How can tutors keep up-to-date?
OU Resources available
« Dyslexia toolkit »
“Studying with dyslexia”
Further Information
CPD Opportunities
British Dyslexia Association
http://www.bdadyslexia.org.uk/
Generic Training Materials on Dyslexia
The Journey to Excellence: a personal Development Pack for Meeting
the needs of learners with dyslexia (Education Scotland):
MFL specific training materials
Dyslang
Dystefl (this is a TEFL course which in general addresses many of the
issues encountered in MFL)