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Dyslexia – a definition

Pedagogical Implications of Teaching Modern Languages to Dyslexic Adult Learners in the Context of Blended Learning Widening Participation Confere nce 2014 Matilde Gallardo ( m.gallardo@open.ac.uk ) Department of Languages, FELS T he Open University, UK. Dyslexia – a definition.

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Dyslexia – a definition

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  1. Pedagogical Implications of Teaching Modern Languages to Dyslexic Adult Learners in the Context of Blended Learning Widening Participation Conference 2014 Matilde Gallardo (m.gallardo@open.ac.uk) Department of Languages, FELS The Open University, UK

  2. Dyslexia – a definition Dyslexia is a processing difference often characterised by difficulties in literacy acquisition affecting reading,writing and spelling. It can also have an impact on cognitive processes such as memory, speed of processing, time management, co-ordination and automaticity. There may be visualand / orphonological difficulties and there are usually some discrepancies in educational performances (Gavin Reed, 2009)

  3. Second Language Acquisition, SLA, research and dyslexia; concepts of learning and transferable skills • Difficulties affecting Language Learning: • Motivation, anxiety, attitude (1960s) • The role of the L1 (1990s) • Language aptitude influences primary difficulties with language functionality and processing (2000) • Secondary symptoms affect SLA (2012) • Benefits of learning a language: • Language development • Study and organisational skills • Promotes cultural understanding • Enhances employability and social mobility

  4. The context of blended learning • Range of learning patterns and tools: flexibility of study, accommodates different learning styles. • Access to study information and materials. Different formats and styles. • Online teacher-student interaction and support. Obstacles or opportunities? Complexities of engagement in distance learning

  5. Adult language learners with dyslexia in distance learning • Had specialist support during compulsory schooling and acquired compensatory strategies. Do not require additional support. • Did not have very good support during compulsory schooling or have severe dyslexia and have not developed good study strategies. Require sustained and long-term additional support. • Did not have any specialist support during schooling as no problem was identified even though they struggled. Require fast identification and long-term additional support

  6. Identified needs. The search for a suitable pedagogy • Greater awareness of the challenges faced by dyslexic adult language learners • Familiarisation with institutional resources available to students and teachers • Recognising signs of dyslexia/ other learning differences • Familiarisation with literature on SLA and dyslexia • Subject-specific Learning & Teaching online resources and support strategies • Guidelines for good practice with recommendations for course writers, advisers and teachers

  7. A staff development project for language teachers: “Dyslexia and Modern Language Learning, 2013”

  8. Key questions • How can we make adjustments to accommodate individual learning needs? • How can we support students? • Where can we find more information and keep up-to-date? • To develop knowledge and share good practice. • To work collaboratively and learn from each other. • To design suitable teaching resources.

  9. Approach and methodology

  10. Initial exploration; emerging themes • Short-term memory + compensatory strategies • Intelligence (dyslexia not a sign of or deficit) • Sound/ spell (spellcheck learning opportunity or • over-reliance? • Different languages (Ital./Sp. vs. Fr., Eng., etc). • Colours/ techniques • Overlearning / extra time • Confidence / study skills

  11. Presentations in Elluminate

  12. Collaborative design of T&L resources • Giving constructive feedback on each other’s teaching materials (expanding, changing, adding, re-versioning) • Evidence of using feedback to enhance own activities (comparisons across languages) • Exchange but authorship always acknowledged • Distribution of tasks within group • Sharing anecdotes & critical experiences • Sharing technical tips for editing and reusing activities.

  13. Key findings and implications of the DMLL project

  14. Key pedagogical points emerging from the discussions • Pre-intervention before tutorials • Approach to designing inclusive L & T activities for the online environment • Facilitating students independent learning: • To focus on and identify the positives • To build up confidence and reduce anxiety by highlighting strengths in feedback. • Use Multisensory Structured Learning (MSL) • Support for tutors: appropriate training • Challenges and recommendations

  15. a) Perceived challenges for students Accuracy Coping with extensive and complex texts Following instructions: abstract words Low participation in tutorials: need for reassurance, low self-esteem (in some cases), poor academic skills (in some cases) Need more time with pronunciation Capable of repeating errors after having been corrected Worried about referencing conventions Profound effect on performance in speaking tasks. Often affects all marking criteriain assignments Those who have been supported from an early age progress satisfactorily.

  16. b) Perceived challenges for tutors There are clear expectations that we will be able to help More individual special sessions with tutors Not always easy to take into account the learner’s emotional baggage Difficult to adapt the medium (online) to their needs Much more difficult to prepare activities for advanced learners than for beginners Over preparing in advance can defeat the purpose. Specialist tutor status Tutors should be given advice on alternative forms of assessment available

  17. Outcomes of the project

  18. LOROhttp://open.ac.uk

  19. http://loro.open.ac.uk/3340

  20. http://loro.open.ac.uk/3353/

  21. The Guide to Good Practice http://loro.open.ac.uk/3912/

  22. Impact on practice

  23. Staff Development

  24. Will use the principles and suggestions received. Pleased with the progress of my dyslexic students after my feedback. Included “discovery learning” as advised by the literature Will revisit these ideas to ensure I am not de-skilled “The project work has had an impact on my own practice in that I now design materials that are more inclusive, applying the principle of “overlearning” and thus catering for different learning styles” (SW) “The DMLL reading has made a big impact on my thinking and practice.” (ST) “ I just wanted to say thank you so much for allowing me to be part of this inspiring project. It has already had a big impact in the way I create material and in the way I approach planning and delivering tutorials in general (and even in the way I mark TMAs using a much clearer and simpler colour coding). I am in a much better position to help and tutor a dyslexic student” (P.McK).

  25. To conclude • Learning and self-reflection on SLA and learners with dyslexia. • Greater awareness of inclusive language teaching. • The potential of online communication tools for learning • Confident practitioners and by extent better supported learners. • What is good practice for dyslexic students is good practice for all

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