Multilingualism Literacy And Dyslexia

This timely book provides: current and informative guidance for practitioners involved in areas of literacy, multilingualism and dyslexia, invaluable advice on assessment and support for bilingual learners and those needing to acquire a modern foreign language, an essential text for staff development in this area, reference to innovative approaches in technology and other teaching programs beneficial to multilingual learners, advice on learning additional languages. With contributions from international practitioners and researchers, this book will provide guidance to anyone involved in literacy development, language learning and teaching

This volume draws together current research on dyslexia and literacy in multilingual settings across disciplines and methodologies. The contributors, all internationally recognised in the field, address developmental and acquired literacy difficulties and dyslexia in a range of language contexts including EAL/EFL. The book uses theories and analytical frameworks of a critical nature to reveal prejudicial social practices, and suggests future research directions towards a critical re-consideration of current understandings of dyslexia in multilingual settings, with a view to foregrounding the potential for interdisciplinarity. The book also suggests ways forward for evidence-informed practice, and it will be a valuable resource for researchers, practitioners and students alike.

This timely book provides: current and informative guidance for practitioners involved in areas of literacy, multilingualism and dyslexia, invaluable advice on assessment and support for bilingual learners and those needing to acquire a modern foreign language, an essential text for staff development in this area, reference to innovative approaches in technology and other teaching programs beneficial to multilingual learners, advice on learning additional languages. With contributions from international practitioners and researchers, this book will provide guidance to anyone involved in literacy development, language learning and teaching

Offering strategies and techniques for teaching modern foreign languages - an often severely challenging subject for pupils with dyslexia - this book is specifically designed to meet the needs of the busy subject specialist teacher looking for guidance on supporting pupils.

This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual learners the impact of dyslexia on bilingualism the literacy challenges facing learners from Indigenous cultures the role of the SENCO in identifying children with English as an additional language and Dyslexia the emotional needs of learners with bi/multilingualism and Dyslexia This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.

This book investigates multilingual literacy practices, explores the technology applied in different educational frameworks, the centrality of multilingual literacy in non-formal, informal and formal educational contexts, as well as its presence in everyday life. Thematically clustered in four parts, the chapters present an overview of theory related to multilingual literacy, address the methodological challenges of research in the area, describe and evaluate projects set up to foster multilingual literacy in a variety of educational contexts, analyze the literacy practices of multilinguals and their contribution to language and literacy acquisition. This volume aims to initiate a change in paradigms, shifting from structured and conservative problematizations to inclusive and diverse conceptualizations and practices. To that end, the book showcases explorations of different methodologies and needs in formal and non-formal educational systems; and it serves as a springboard for developing multivocal participatory spaces with opportunities for learning and identity-building for all multilinguals, across different settings, languages, ages and contexts.

Dyslexia in Many Languages thoroughly investigates the fascinating relationship between dyslexia and language systems by highlighting research and practice initiatives around the world. Focusing on how dyslexia manifests itself in non-English languages, readers of this text will enhance their understanding and appreciation for the role of language systems and the interplay they have with dyslexia, assessment and intervention. Experienced and expert contributors around the world consider how dyslexia is defined, assessed, and supported in their native country, drawing on the linguistic features of that language and how this affects monolingual, bilingual and multilingual speakers. This book also compares dyslexia in different languages and questions what are the universal lessons that we can learn from comparing dyslexia in different languages and do different languages affect its prevalence and incidence? The editors consider the implications for classroom practice, such as learning and teaching challenges, the social emotional and educational impact on the child as a learner and considers the various sides of the educational process of students with dyslexia in different languages. This volume is essential reading for teachers and psychologists who deal with a large number of students and patients coming from different language backgrounds. Researchers and educators interested in dyslexia in different languages will also find its contents useful and relevant in their learning and work contexts.

Within a clear conceptual framework, this book explores ways that teachers, reading specialists, administrators, and teacher educators can provide more effective literacy instruction to K-9 students from diverse ethnic, cultural, and linguistic backgrounds. Cutting-edge theory and research is interwoven with detailed case studies that bring to life the complexities of teaching in today's multicultural and multilingual classroom. Topics covered include: *How and why culture matters in literacy instruction *Drawing on students' multiple literacies in the classroom *Motivating and engaging English-language learners *Steps that teachers can take to heighten their cultural awareness and skills *Tapping into family and community resources for literacy learning

According to International Educational Statistics (2008), there are total of 654.9 million school-age children in the world. If dyslexia affects 10–15% of these youth (Fletcher et al. 2007), this translates to approximately 65–98 million students with difficulties in reading and writing. The EU strategic plan for education (2010) recognises the need for EU citizens to speak a foreign language. As such, foreign language courses are introduced on an obligatory basis at the primary level of education. Dyslexic students are not exempt from this regulation, and, thus, are confronted with different language systems that must be mastered. The difficulty here escalates if the systems differ significantly in their levels of orthographic transparency. Reading and writing are operationalised by the same biological functions that are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts, whereas Spanish and Italian are described as transparent orthographies. These differences are discussed in this book as part of the language specific perspective, which can, in turn, raise questions such as: “Is a dyslexic student equally impaired in any language they study?” and “Is the type of difficulty primarily dependent on the language system or is it rather a dyslexia syndrome?” This volume provides answers through a synthesis of research on reading difficulties in first and foreign languages and existing taxonomies of dyslexia sub-types.