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Dyslexia is a learning disorder in children and adults where individuals brain struggles to process visual signs, phonetic sounds and additionally, struggle to connect visual signs to phonetic sounds. Commonly, students with dyslexia have problems recognising the difference between similar sounds, can be slow at learning a new vocabulary, and have difficulty with learning reading, writing, and spelling. Dyslexia is the most common learning disability globally and is estimated to effect around 20% of the population. Often , these students struggle in a conventional classroom and need extra assistance to obtain language skills. Consequently, for students with dyslexia further challenges arise in learning how to speak a second language. Some of the difficulties faced by second language learners with dyslexia are identical to first language learners. The first, students may struggle to differentiate similar sounds: for example a ‘th’ sound and a ‘f’ sound may register as the same within the mind of a dyslexic student. Secondly, with written vocabulary, dyslexic students may struggle to differentiate: for example ‘ou’ and ‘uo’. Additionally, the students ability decode the written words accurately and quickly is impeded therefore, this can reduce the comprehension of oral and written texts. Finally, second language learners with dyslexia face a greater struggle with a limited vocabulary as often dyslexic students struggle to retain new words. Though dyslexic students may face more difficulties than other students they are still incredibly capable of mastering a second language. ESL teachers do have to cater to students by using different teaching techniques and using different teaching tools to best assist dyslexic students. Technique One: Active Learning Style An active learning is an instructional approach in which the students engage the material they study through reading, writing, talking, listening and reflecting. Passive (which is more common) learning is a traditional instructional style that involves teachers lecturing and students taking notes. For this reason a Presentation, Practice and Production method can be more successful as it actively engages students as students can practice making sentences in a controlled way before going into final production stage. Additionally, For dyslexic students learning vocabulary it is helpful for students to go through a 5 stage process Read a word Define it Write the word Repeat This creates a more active role in the memorising process versus glancing over new vocabularies. Technique Two: Using Different Materials In group classes with a dyslexic student there can be a difference in ability between students and non-dyslexic students may progress faster than dyslexic students. For this reason a ESL teacher can give different materials to the different students that suit their different levels. If the materials are based around the same themes the class can come together at a later stage. This allows dyslexic students to flourish at their own pace and feel less inadequate within a group environment. Technique Three: Use of Visuals Dyslexic students primarily have issues with written and oral words. Therefore, often dyslexic students respond well to models and visual content. By using doodles, symbols and diagrams and other visual aids dyslexic students are more likely to remember and comprehend ESL content. Technique Four: Work Slowly/ Break unit into smaller sections. Learning a second language is a slow process and no individual becomes a master over night. For dyslexic students the process may be slower than other students. Break up topics into smaller, less intimidating pieces and ensure students comprehend the content before moving to the next stage. In conclusion, dyslexic students, though they may have different learning capabilities, with the assistance of different learning techniques ESL teachers can assist students to perform to the best of their ability. References: Course Content: Unit 3, Unit 9, Unit 20, https://www.reference.com/education/difference-between-active-passive-learning-ef065697cf30d5f8 https://www.languagemagazine.com/dyslexia-and-the-english-learner-dilemma/ https://www.medicinenet.com/dyslexia/article.htm#what_are_the_signs_and_symptoms_of_dyslexia https://www.readandspell.com/dyslexia-and-foreign-language-learning http://dyslexia.yale.edu/resources/dyslexic-kids-adults/tips-from-students/
