DYSLEXIA & FOREIGN LANGUAGE LEARNING



CHILDREN & FOREIGN LANGUAGE LEARNING

Learning a foreign language is generally challenging for children with dyslexia. So it is doubly unfortunate that dyslexic strengths are rarely brought into play in the foreign language classroom. The focus of this article is to show ways in which the informed teacher/tutor can build on dyslexic strengths and minimise many of the difficulties in order to promote success.

So, how can dyslexic strengths and ways of learning be brought into play in language learning? The answer is: by being aware of them and actively incorporating them.

Some of these features and strengths are listed below:

* the ability to gain an overview and see the overall pattern

* a talent for making unexpected links and associations

* artistic talent, originality and creativity

* an affinity for fantasy and visualisation

* a feel for colour

* lateral thinking and troubleshooting skills

* a natural rhythmic sense

* learning by doing

What are the implications of these dyslexic strengths in the foreign language classroom? And how can these abilities be employed to offset areas of difficulty? A description of a presentation by a bottom French set in a secondary school may serve as part of the answer:

A group of boys had been learning the French words for hobbies and found that many of these rhymed and seemed to suggest certain rhythms. The phrases were rearranged and chanted as rap, which was set to background music composed by a member of the group and performed on the keyboard. The result was original, lively and entertaining and the applause of fellow pupils and teachers must have provided considerable encouragement and bolstered confidence. Moreover the rhythmic, repetitive approach will have reinforced the phrases successfully.

Ten routes to success in foreign language learning

Foremost in any review of successful strategies is the often quoted 'structured multisensory’ approach. The two components can be discussed separately:

1. 'A structured approach’ i.e.

* teaching one thing at a time, then combining the steps in a cumulative way

* being aware of the skills and subskills involved

* fostering motivation by achievable 'bite size' targets which are clearly defined

2. 'A multisensory approach'

This entails reinforcement of the same item(s) in different ways, using different

senses. The following sequence is helpful:

See - Hear - Trace - Locate/match - Speak - Insert - Use in context - Adapt

3. Linking and expanding language units

Once taught, each structure should be expanded into key phrases which, in turn, should be highlighted in worksheets and spotted by students in short audio tape or video extracts.

4. Visual images

The presentation of flashcards to introduce new elements and recall known vocabulary is helpful, so that sounds become associated with images. Worksheets should incorporate pictograms and children must also be encouraged to supply their own visual captions.

5. Use of rhythm

The chanting of set phrases is helpful so that the rhythm itself can serve as a reinforcement tool and aid to recall.

6. Provision of reference materials

Dyslexic children should be supplied with reference materials of various types, such as charts containing grammatical information; bi-lingual lists of sequences such as months of the year since they may not be secure with these in English; bi-lingual spellcheckers, if available.

7. Support for a weak short-term memory

Lists of random vocabulary should not be given for homework. Children should be urged to think of ways of remembering new words by association - the wackier, the better. The use of a dictaphone should be allowed (where appropriate) to assist with organisation and to dictate vocabulary. The use of our own voice is acknowledged to be a prime method of retaining information, as enshrined in the Arrow technique advocated by Colin Lane.

8. Differentiation in assessment

Self checking exercises should be incorporated into testing materials since these protect self esteem. Tick boxes or matching exercises can also check understanding by drawing on the skill of word recognition rather than the more demanding skill of recall. Dyslexic children may require longer to complete tests and will be particularly disheartened when effort does not appear to be acknowledged and rewarded.

9. Personal choice

Many dyslexic people find it very hard to be motivated unless there is an element of personal interest and choice in what they study.

10. Acting it out

Active participation through drama or role play can bring language lessons to life and provide scope for those with dramatic and improvisation skills.

It should be evident that none of these suggestions disadvantage the majority of non-dyslexic learners in the class. On the contrary, they should make language learning more enjoyable for everyone.

Melanie Jameson BA, PGCE, Dip RSA in SpLD, AMBDA

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