It is inevitable that students with learning difficulties will encounter a range of problems when trying to learn a foreign language. Their difficulties may indeed prohibit them from learning even a first language let alone a second one, however it must also be understood that individuals who may have difficulties with reading, writing and numbers (i.e. dyslexia) are fully able to learn, but indeed extra help and different methods of teaching should be used.

“Poor readers make up 20% of the population and dyslexics are a subset of poor readers and make up to between 5% to 7% of the population.”

Quote = James Mike Royer PhD, Director of the Laboratory for the Assessment and Training of Academic Skills.

It is increasingly important for a teacher to fully understand dyslexia in its true form. A common misconception may be that the child is unwilling to learn so therefore presenting difficult behavior in class. It is true that dyslexia is a potential barrier in ones education; however these barriers can be easily overcome with the correct professionalism and the recognition of this difficulty at an early stage. It is also important for the teacher to recognize that dyslexia comes in many forms and the severity can range hugely. The teaching requirements of one dyslexic child can be totally different to the next so catering to the needs of the individual is vital. The potential ability of a student with dyslexia depends hugely on the teacher’s ability to help encounter barriers and provide an effective learning plan. When teaching a young individual with Dyslexia it is most important that the teacher assesses the level of difficulty the child encounters. This can be done through various methods such as level testing, reading exercise and psychological tests.

“Government statistics show 25 million Americans are functionally illiterate. The primary cause is dyslexia or one of its many variations, such as dyscalculia or dysgraphia. Dyslexia occurs about 3.5 times more often in males than females. The source of their difficulties is probably inherited, meaning their reading difficulties are much more difficult to eliminate with regular educational interventions.”

Quote = James Mike Royer PhD, Director of the Laboratory for the Assessment and Training of Academic Skills.

It is clear that a dyslexic student works better within a structured educational environment were success is praised and failure is treated with both sensitivity and sympathy. It is an ongoing problem within many educational establishments that intelligent students are being dismissed due to their lack of ability to read, write, calculate mathematical sums and present their knowledge in a clear and coherent sentence. However it is also a common misconception that a dyslexic student should learn at a lower level. This is not the case. The content of what is being taught should be the same as any other student, however the method in which the lesson is delivered should be altered to serve the students needs. A TEFL teacher would understand the three stages of any lesson (ESA) however adaptation of these stages would be the key to the successful learning of a dyslexic student.

A TEFL teacher should provide the dyslexic student with learning strategies to help cope with their disability. One to one classes would be an excellent way to help facilitate the student in their learning, however depending on the setting access to these classes may not always be available. However, on nearly completing the TEFL course and gaining a qualification which will allow me to teach English as a foreign language I do not feel I am fully able to provide for the needs of a student with learning disabilities. This has not been covered at all through out the duration of the four week course and if I was ever in the likely situation of needing to teach children with disabilities I feel I would have to conduct my own research on how to approach this in a sensitive and professional manner.

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References

A.Krzyzak, 2005, A Practical Guide For Teachers - TEFL article

J.Harmer, 2001, The Practice of English Teaching Language, Pearson

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