21/03/2019 Comments are off admin

Dyslexia and learning a language, incompatible?

The answer to the title question is NO, NO, NO and NOOOOOOO (that's clear enough, right?).

They are fully compatible, although for these students it may be one of the biggest complications they can find at school. If we talk about the First Foreign Language that is studied in the educational system, English, it is a difficulty with which they have to live throughout their school life; but if we talk about French as a Second Foreign Language in several communities, surely all of you think that it is about adding a MAXIMUM DIFFICULTYWell no!With all due respect, you are wrong.
I know many fathers and mothers who at the beginning of the course They come to me with concerns and fears that their children will encounter many obstacles in learning French and that,during the course or at the end of the course, have once again told me about the great motivation that these students have found in learning this language, something that has helped them in the rest of the subjects.
When a student with dyslexia begins his relationship with the French language in 5th grade, it is areconciliation with languages. ¿Why? Because it is a time when they have been studying English for 7 years (since Kindergarten), many even go to extracurricular English classes, which makes this subject more complicated due to their educational level. When we start teaching French, we do it from the beginning (as usual...): greetings, colors, numbers, animals,... through songs and games and writing very little. And all this generates a good and successful motivation. This is a new opportunity to "make peace" with languages, something that benefits both the Spanish language, English, and French.
In general, the main problem of students with dyslexia is the difficulty they have when reading and writing. When they learn a language, they may not be able to recognize some sounds, spell some words, memorize how they are written, or associate letters with sounds.
In my experience, you can offer certain attentions in class to these students, easy to do while we have 25 or 26 other students asking for your help, because they are actions that you can do With everyone. I understand and know the feeling of anguish of the teacher who cannot attend enough and necessary to ALL of his students, with the different needs of each one of them. But this article is to lend you a hand (always with the great respect that talking about Inclusive Education and Attention to Diversity gives me).
It is not about lowering the level, but about making the content and the way of evaluating more accessible. Some of these tipsthat you can carry out to help these students are:
1. Tests and assignments shorter.

2. More oral and less written activities: by doing it this way, the error is not reflected and they lose the fear of being wrong.

3. Alternative Assessments, more oral and dynamic.
4. Additional time in all activities.
5. Provide links to interactive activities. My blog helps me a lot with these students, because it is a way in which they review and practice in an enjoyable way.
6. normalize the situation. I understand that there are students (or their own families) who do not want their difficulty to be known, but I am one of those who think it is necessary that it is not treated as a taboo subject. Talk about it, mention it, explain it. This will make the rest of the students not see these adaptations as privileges, but as something necessary, which will avoid the "rejection" of these students. Remind everyone that people like Einstein or Bill Gates were also students with dyslexia.
7. experiential learning. Perform more performances or dramatizations, oral presentations, oral and role-playing games,...

8. Cooperative learning at its best! I am passionate about this methodology, but it is super useful for many of the difficulties we encounter in the classroom. Not because being in a group the others will do their job, but because by helping each other, setting a common goal and some individual and essential tasks for the whole team, it is very beneficial for the self-esteem of these students.

9. More listening comprehension activitiesl using audio and video, and less written comprehension.
10 Cut Back the amount of vocabulary. Sometimes we don't realize that learning 14 or 16 animals is enough... is it really necessary to learn 50?

11 More exercises to join with arrows, avoiding the activities to complete with letters.

12. Do not take into account misspellings, allowing thephonetic transcription of words. For example, noir-nuar. We must focus the learning of French in Primary to oral expression.
13 Have empathy! The most important of all.