Dyslexia is a difficulty in the acquisition of reading and writing that affects 10% of the population across Europe, irrespective of language. Without appropriate intervention and support, dyslexic pupils fail to develop the literacy skills necessary to access the curriculum in all subjects and to achieve academic success.
Until recently, the support of the multilingual dyslexic individual has been considered problematic due
to the diversity of individual linguistic backgrounds and the apparent complexity of the identification process. However, a shift in the education paradigm, from an attempt to label the child as dyslexic to
one of supporting the difficulties irrespective of the underlying issues, has opened the potential to providing appropriate intervention and support regardless of labels.
|Multilingualism and literacy development||Study skills|
|Understanding Dyslexia||Learning preferences and learning styles|
|Dyslexia across Europe||Assistive technologies and the multilingual individual|
|Language learning and dyslexia in the multilingual society||Working with parents|
|Comparison of the languages involved||Disseminating good practice|
|Assessing strengths and weaknesses|
There are various definitions of dyslexia. In some countries dyslexia refers to difficulties in reading and writing whereas others use the term only for reading difficulties. However, it is generally agreed that dyslexia is related to literacy acquisition but has many associated difficulties beyond literacy. We intend to clarify the issues of dyslexia and language learning, and describe how they vary in different cultures, languages and contexts, and show that there is no typical dyslexic. Every individual has to be understood with respect to their strengths and weaknesses, abilities and disabilities. Dyslexia is not an excuse for low ability, nor the product of poor teaching, but a real problem that affects the learning of many individuals.
Dyslexia can affect literacy acquisition in an individual’s first and subsequent languages. Awareness of these problems is relevant for both teachers of the language of schooling and foreign language teachers. The purpose of this project is to provide teachers with tools and strategies to help students cope with these problems.
Individuals with Bulgarian origin constitute 84.8% of the population, individuals with Turkish origin 8.8% of the population and individuals with Gipsy origin 4.9% of the population (for at least 25-30% of them Turkish is mother tongue). Read more
Total number of all pupils and students in the Czech Republic was 2 086 163, foreigners accounted for 2.9% of them. The biggest group are pupils coming from Vietnam, Ukraine and Slovakia. Read more
In the school year 2010/2011 there were 710 263 students with non-Italian citizenship. Compare to the previous school year, there was an increase of 5,4%. The most highly represented foreign nationality is Romanian. Read more
In the Italian speaking part of Switzerland, children learn at school 3 additional languages: French, German and English. In School Year 2009‐2010 the percentage of immigrant students in primary schools, considering their mother tongue, was about 21%. Read more
Approximately 85% of the population in Turkey reports Turkish as the native language, followed by Kurdish (12%), Arabic (1%) and Zaza (1%). Read more
There are more than a million children between 5-18 years old in UK schools who speak in excess of 360 languages between them. Read more
Wales is a country where English is the main language but close to 25% of the population also speak the indigenous language, Welsh. Read more
Researchers often define as 'bilingual' those people who are able to communicate in two languages, and as 'multilingual' those who are able to communicate in three or more languages. In this project the terms 'bilingual' and 'multilingual' will be used interchangeably to refer to all those who can communicate with a good level of competence in more than one language.
All Dyslang course participants are invited to send us their examples of good practice.
What methods and approaches have you found effective when working with dyslexic multilingual learners? What supporting tools have you found useful in your teaching practice? We would like to publish your examples here so we can develop an online community of good practice.
We request you to send your contributions to the relevant project partner:JillF@bdadyslexia.org.uk
Click here to find discussions about language learning, information about other dyslexia-related projects and opportunities for practising languages.
Project title: Dyslexia and Additional Academic Language Learning (DYSLANG)
Proposal number: 518969-LLP-1-2011-1-UK-KA2-KA2MP
Applicant organization: British Dyslexia Association
The aim of this project is to develop a guide and e-learning course for teachers and parents to support the multilingual dyslexic individual in learning an additional curriculum language. That is, for example, in the UK a child may have Welsh as their first language, use English in the classroom, but also have to learn French. In terms of the Call for Proposals, it addresses:
The UK Pilot (21.3.2013)
The UK partners have run two successful face-to-face workshops in March, the first taking place in Newport and the second in Manchester.
You can download detailed info here.
Dyslang course accredited in Czech Republic (24.1.2013)
The DYSLANG course has been accredited in the Czech Republic by the Czech Ministry of Education.
The accreditation has been issued for the DYS-centre Prague who can award successful course participants with the nationally recognised certificates from January 2013.
The first Dyslang webinar (19.12.2012)
The first Dyslang webinar took place on 18th December 2012 and supplements the content of Module 2 (‘Understanding Dyslexia’)
The third partner meeting (15.11.2012)
The third partner meeting was held in Prague on 12th and 13th November 2012. Much of this meeting involved reflecting on achievements to date and discussing work still to be carried out. The most immediate focus was on the pilot courses which had already started in the UK, the Czech Republic and Italy and would be starting in February 2013 in Turkey, Switzerland and Bulgaria. All partners are adapting their courses to participants’ needs and this means that there will be significant differences in the delivery (particularly in terms of the amount of face-to-face teaching), the duration of the course and the level and methods of assessment.
In the evening, partners were able to relax over dinner at the Café Imperial with its impressive ceramic wall tiles and mosaic ceiling, its celebrity TV chef and traditional Czech cuisine.