Foreign Language Teachers' Preparedness to Cater for Special Educational Needs of Learners with Dyslexia: A Conceptual Framework

Autor/in	Nijakowska, Joanna
Titel	Foreign Language Teachers' Preparedness to Cater for Special Educational Needs of Learners with Dyslexia: A Conceptual Framework
Quelle	In: European Journal of Special Needs Education, 34 (2019) 2, S.189-203 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1581401
Schlagwörter	Language Teachers; Dyslexia; Special Needs Students; Special Education; English (Second Language); Second Language Learning; Foreign Countries; Teaching Methods; Self Efficacy; Inclusion; Teacher Attitudes; Measures (Individuals); Preservice Teachers; Preservice Teacher Education; Inservice Teacher Education; Cyprus; Greece; Poland + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Inklusion; Lehrerverhalten; Messdaten; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Zypern; Griechenland; Polen
Abstract	The aim of this paper is to problematize the concept of foreign language (FL) teacher self-reported preparedness to respond to the special educational needs of FL learners with dyslexia by employing appropriate inclusive teaching practices. The paper shortly characterises dyslexia and then elaborates on the components of preparedness, namely, teacher knowledge on dyslexia and self-efficacy in implementing inclusive instructional practices with dyslexic learners as well as attitude to inclusion. The paper discusses the influence of a number of demographic variables on FL teachers' beliefs relating to their preparedness to include dyslexic learners and suggests implications for teacher training and further research on FL teacher education on dyslexia, special educational needs (SEN) and inclusive instructional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01