Accommodating Learners with Dyslexia in English Language Teaching in Sri Lanka: Teachers' Knowledge, Attitudes, and Challenges

Autor/in	Indrarathne, Bimali
Titel	Accommodating Learners with Dyslexia in English Language Teaching in Sri Lanka: Teachers' Knowledge, Attitudes, and Challenges
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 3, S.630-654 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Indrarathne, Bimali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.500
Schlagwörter	Teacher Attitudes; Dyslexia; Academic Accommodations (Disabilities); Barriers; Classroom Techniques; Teacher Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Inclusion; Language Teachers; Teaching Methods; Positive Attitudes; Foreign Countries; Negative Attitudes; Faculty Development; Knowledge Base for Teaching; Attitude Change; Sri Lanka + Suchen Sie Ihr Suchwort? Lehrerverhalten; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Inklusion; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Negative Fixierung; Teaching theory; Theory of teaching; Unterrichtstheorie; Attitudinal change; Einstellungsänderung; Ceylon
Abstract	It is estimated that 10% of the world's population has dyslexia or related learning difficulties, and it is therefore vital for language teachers to have a thorough understanding of such difficulties and of inclusive teaching techniques. It is believed that teacher training can increase teachers' knowledge of dyslexia and inclusion, inculcate positive attitudes among them on inclusion, and increase their self-efficacy beliefs. The study discussed in this article analysed a teacher training programme aimed at a group of English language teaching professionals in Sri Lanka to determine if it could attain these achievements. The study also examined the challenges that teachers would face in introducing inclusive practices into their context. A questionnaire and interview data revealed that the teacher training programme was able to change teachers' negative attitudes towards dyslexia, increase their knowledge of dyslexia and inclusive practices, and increase their readiness to implement inclusive classroom techniques. The findings also revealed that institutional barriers such as a rigid examination system and lack of flexibility in the curriculum may hinder how inclusive practices are implemented. In addition, negative sociocultural ideology and some practical classroom problems may affect implementation. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01