TEACHING FOREIGN LANGUAGES TO THE DYSLEXIC LEARNER

Teaching Foreign Languages to the Dyslexic Learner

Research

According to Sparks et al (1992c) Dinklage (1971) was the first to suggest that there might be a possible connection between dyslexia and foreign language learning difficulties.

Dinklage grounded his hypothesis on teaching students who had faced difficulties in their native language in early development; he attributed their difficulties to ‘difficulty in processing of oral and written language, but not due to low motivation or high anxiety.’

Later Sparks and Ganschow (1993) proposed the The Linguistic Coding Deficit Hypothesis according to which:

Native language learning serves as a foundation for FL learning success; and students who experience FL learning problems have overt or subtle deficiencies in one or more of the linguistic codes- phonological, syntactic, and /or semantic.  Rote memory problems may exacerbate the linguistic coding problems (P.98).

Therefore, Sparks  et al  (1992c) and Crombie  (2000) state  that it is wrong to assume that dyslexics can learn a foreign language in the same way as they acquire their mother tongue.

Drowney et al  (2000) found that dyslexic students did much better in  ‘modified Latin classes’ since their performance was not significantly different from their peers in a regular Latin class ‘on grade point average or on performance on a proficiency examination at the end of the second semester’.

However, they conclude that researchers should focus on defining ‘which unique phonological variables are predictive of success in acquiring different foreign languages’ (P.110).  They also add that the concept of the ‘modified classes’ should be determined so that dyslexic students can benefit as much as possible.

Crombie (2000) describes a survey that took place in Scotland, and wonders whether students who face learning difficulties at school should learn a foreign language.  She explains that she is sceptical about the benefits of teaching foreign languages to primary school pupils who have not yet consolidated learning in their own native language.  However, she emphasizes the horizons which open up for students since they are greatly motivated to come to terms with another culture and ‘foster European identity’.  In addition, by learning another language, students understand the structure of their native language much better, and they can also improve cognitive learning and their concentration skills. 

Bibliography

Crombie, M., 2000, ‘Dyslexia and the Learning of a Foreign Language in School:  Where Are We Going?’ DYSLEXIA, 6:2, 112-121.

Drowney, D., M., Snyder, L.  E.  & Hill, B., 2000, ‘College Students with Dyslexia: Persistent Linguistic Deficits and Foreign Language Learning’, DYSLEXIA, 6:2, 101-110.

Mikelis T.  2004, A Mind-Friendly Framework for Teaching English to Greek Dyslexic Learners, Bangor: M.Ed Dissertation

Sparks, R., Ganschow, L., Pohlman, J., Skinner, S.  & Artzer, M., 1992c, ‘The Effects of Multisensory Structured Language Instruction on Native Language and Foreign Language Aptitude Skills of At-Risk High School Foreign Language Learners’, Annals of Dyslexia, 42, 25-53.

Sparks, R.  & Ganschow, L., 1993, ‘The effects of Multisensory Structured Language Instruction on Native Language and Foreign Language Aptitude Skills of At-Risk High School Foreign Language Learners:  A Replication and Follow-up Study’, Annals of Dyslexia, 43, 195-214.