Approaches For Teaching Eal Students With Dyslexia

Techniques which are useful for those with EAL and dyslexia requirements

Date : 06/08/2020

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Uploaded by : Emma
Uploaded on : 06/08/2020
Subject : TEFL

Approaches for teaching EAL students with dyslexia

a) Structured multisensory learning

This can be used to encourage learners to engage in activities to make abstract concepts concrete. This in turn will help to develop memorisation and retrieval skills. Kinaesthetic resources such as laminated paper strips, magnetic devices and Lego blocks can be used to combine language and construct increasingly sophisticated sentences thus fostering communication skills and self-esteem. Other mnemonic devices include the use of songs, acronyms, illustrations, and acting out language components Schnelder (2012) p301.

b) Phonological skills

These should be developed at the same time as other language skills such as spelling, reading, writing, and grammar Schnelder (2012) p303. Dyslexic students will struggle far less to pronounce the words of their first language than EAL learners. Those who are confident speakers of their own language may pronounce words as they would in that language which might not be intelligible to native English speakers. Dyslexic and EAL learners could work together on this so increasing the communication skills and self-esteem of both groups.

c) Support for working memory

There might be a huge disparity between the working memory skills of dyslexic students and those with EAL needs. Students can be provided with resources with visual cues and then encouraged to create resources for other students to help them develop their active learning skills. EAL learners can share the techniques that they use for remembering English with dyslexic students Schnelder (2012) p305.

d) Metacognition

Metacognition can be defined as Thinking about thinking . It is important that learners with dyslexia and EAL needs are given the opportunity to understand and appreciate their learning and skills profile particularly if they come from a background where learning styles are more didactic Bell and Tudhope (2016) p159. Over time metacognitive practice enables students to identify and correct errors and decrease dependency on teacher guidance Schnelder (2012) p301.

e) Environmental adjustments

Bell and Tudhope emphasise the importance of adapting the environment of learners with dyslexia and EAL needs. This is in accordance with the social rather than the medical model. This will make learners feel more valued in that they have qualities that can assist other learners rather than issues that need to be addressed Bell and Tudhope (2016) p153

f) Motivational strategies

An influential factor in learning is the student s personal commitment to it. EAL students may be far more motivated than those with the needs attendant on dyslexia Schnelder (2012) p306. EAL learners should be encouraged to share their history and culture to promote a supportive learning environment. This benefits primarily dyslexic learners by creating a safe environment for guessing and experimenting Dyslexia Action (2020) p6. EAL learners, particularly those with children who are developing their language skills could be encouraged to read books appropriate to their level which perhaps reflect their experiences. These might include I am David by Anne Holm I am Malala by Malala Yousafzaim and Refugee Boy by Benjamin Zephaniah.

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Approaches For Teaching Eal Students With Dyslexia

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