Teaching Foreign Languages to Learners with Dyslexia in Greece: An Overview of Theory and Practice

Autor/in	Tsakalidou, Sofia P.
Titel	Teaching Foreign Languages to Learners with Dyslexia in Greece: An Overview of Theory and Practice
Quelle	In: Language Teaching Research Quarterly, 31 (2022), S.41-52 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; Dyslexia; Foreign Countries; Teaching Methods; Language Teachers; Teacher Education Programs; Knowledge Base for Teaching; English (Second Language); German; French; Spelling; Reading Difficulties; Phonological Awareness; Transfer of Training; Phonemic Awareness; Native Language; Greek; Linguistic Theory; Elementary Secondary Education; Greece + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Französisch; Schreibweise; Reading difficulty; Leseschwierigkeit; Training; Transfer; Ausbildung; Grieche; Griechisch; Linguistische Theorie; Griechenland
Abstract	The present article summarizes various aspects of teaching foreign languages to learners with dyslexia. In particular, although it is a matter examined broadly around the world, in Greece there are few references and limited research in this field. Furthermore, the lack of foreign language teachers' training in the field of specific learning difficulties in Greece is also examined. In this article, we refer to first language and foreign language(s) acquisition and focus on the situation in Greece, where the first foreign language taught in schools is English and the second foreign language is either German or French. Furthermore, we examine the mechanisms of (second) foreign language acquisition as well as the factors that influence this process. Additionally, we consider the appropriate time to start learning a foreign language, as well as various reading and spelling difficulties that the learners with dyslexia face during this process. A very dominant factor that influences learners with dyslexia and causes difficulties in reading and spelling is the phonological awareness (phonemic awareness and syllable awareness). Due to the cross-linguistic transfer of this skill, we mention ways to improve phonological awareness skills in the first language and in the foreign language(s). (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01