The multilingual aspects of dyslexia and the learning of additional languages in classroom contexts Prof. Judit Kormos Lancaster University Department of Linguistics and English Language
Overview of the talk The landscape: Divide, iceberg and pyramid The relationship between first and second language learning difficulties How can we identify SpLDs in the multilingual classroom? Recent research findings on promoting the second language learning success of dyslexic students
Multilingualism and diversity 2011 Census: • 726,000 people in the UK could speak English but not well • 138,000 people could not speak English at all 2017: • 20 % in primary education and 16% in secondary children are EAL speakers (https://assets.publishing.service.gov.uk/government/uploads/system /uploads/attachment_data/file/650547/SFR28_2017_Main_Text.pdf) • 360 different languages spoken in UK classrooms (https://www.naldic.org.uk/research-and- information/eal-statistics/eal-pupils/)
Division and diversity
Proportion of children learning other languages in the UK
Early� literacy� skills� Number� of� children ’ s� books� at� home� GDP� per� capita� Number� of� books� at� home� Reading skills Socio-economic� status� Parents ’ � attitude� to� reading� School-mates ’ � early� literacy� skills� � Home-school� School� resources� involvement� School� climate� Reading� attitude� Reading� self-concept� Gender� Chiu, McBride-Chang Lin (2012).
Geva, E., & Wiener, J. (2014). Psychological assessment of culturally and linguistically diverse children and adolescents: A practitioner's guide . Springer Publishing Company.
First language predictors of L2 reading performance of Slovenian learners of English (Kormos et al., in press) Predictors of L2 reading 6.8 15.8 1.3 76.2 Phonological awareness in L1 Timed word and non-word reading L1 Dictation in L1 Other Kormos, J. Košak Babuder , M., and Pižorn (in press). The role of low-level first language skills in second language reading, reading-while-listening and listening performance: A study of young dyslexic and non-dyslexic language learners. Applied Linguistics
The reading difficulties of young dyslexic L2 learners Percentage of dyslexic and non-dyslexic students in reading categories- Slovenian language learners (Kormos et al., in press) 120 100 80 60 40 20 0 Below average reader Average reader Above average reader Non-dyslexic Dyslexic
The listening difficulties of young dyslexic L2 learners Percentage of dyslexic and non-dyslexic students in listening categories- Slovenian language learners (Kormos et al., in press) 90 80 70 60 50 40 30 20 10 0 Below average listener Average listener Above average listener Non-dyslexic Dyslexic
Multi-modal reading performance of young dyslexic L2 learners Percentage of dyslexic and non-dyslexic students in reading- while listening categories- (Kormos et al., in press) 180 160 140 120 100 80 60 40 20 0 Below average reader-listener Average reader-listener Non-dyslexic Dyslexic
Myths Dyslexic students Someone can be Students who have will certainly have dyslexic in one difficulties learning difficulties in language but not in other languages are learning other another. dyslexic. languages. EAL students with We should abandon dyslexia should not teaching reading in learn additional MFL for dyslexic languages. students.
The process of identification Initial observations Accommodations in the classroom Accommodations are successful Accommodations not successful Informal and formal school-based assessment Additional factors excluded SpLDs are identified Expert diagnosis Feedback and implement accommodations and intervention programme Kormos, J. (2017). The second language learning processes of students with specific learning difficulties . London: Routledge. Monitor progress
Issues in assessing SpLDs in multilingual contexts What level of L2 What level of When can we proficiency is literacy is assess SpLDs? needed for needed for assessment? assessment? Can we use Can we use monolingual monolingual tests? norms?
Answers to assessing SpLDs in multilingual contexts What level of L2 What level of literacy is When can we assess proficiency is needed needed for SpLDs? for assessment? assessment? As early as possible No need to wait until L2 Low level of literacy is proficiency develops not an obstacle. Can we use monolingual tests? Can we use monolingual norms? Yes, but bilingual or language independent No. tests are better. Geva and Wiener (2014)
Assessing underlying cognitive causes of reading-related SpLDs short-term rapid automated memory tasks: naming tasks digit span, non- (letters, words, word repetition digits, colours) tests of phonological attentional awareness tasks processing e.g. Stroop task SpLDs
Observational methods: Multilingual reading Word-level Text level reading reading • Slow pace • Difficulties understanding key and detailed information • Inaccurate word recognition • Difficulty inferring implicit meaning • Difficulties pronouncing words while • Paying attention to meaning while reading reading aloud • Difficulties inferring meaning of unknown words 1. Ask students to read aloud – observe errors and speed in different languages 2. Check reading comprehension in first and second language
badge magazine postcard From Geva & Ndlovu, 2008
Observational methods: Multilingual writing Word-level writing Text level writing • Slow pace • Difficulties organizing • Inaccurate spelling ideas • Coherence • Accuracy • Proofreading and revision Observe the process of writing and the frequency and type of errors in free writing and in dictation in different languages
Observational methods: Multilingual listening and speaking Listening Speaking • Distinguishing similar • Pronouncing words sounding words • Accuracy • Paying attention • Coherence of ideas • Remembering information • Understanding implied meaning 1. Read a story – ask comprehension questions 2. Give a series of instruction – how much they remember
Difficulties with words Memorizing words Using words • Learning form-meaning • Difficulty retrieving words links • Mixing up words • Learning other information related to words (e.g. spelling, pronunciation, grammatical information 1. Ask students to repeat words, numbers, colours back to you – forward and backwards 2. Ask students to name colours, numbers, picture quickly 3. Ask them to list as many words starting with a particular sound as possible within a minute
Helpful multilingual assessment tools
Key elements of inclusive teaching in multilingual classes R ecognize U nderstand Use of multiple L earning languages strategies A ccommodate D ifferentiate A pply multisensory techniques
Components of multi-sensory language and literacy teaching Small, cumulative steps Highly Direct, explicit structured teaching (from simple to complex) Frequent revision, practice
Multi-modality • facilitates accurate word recognition and the retrieval of semantic information, • frees up working memory resources for higher level text comprehension, helps remember • text is processed in both aids comprehension more information visual and auditory working (Liu & Todd, 2014) memory (Kozan, et. al, 2015) beneficial for L2 assists vocabulary • speakers with Read-aloud acquisition dyslexia – if text is • Sub-titles • Text-to-speech software difficult (Kosak- (Brown et al., 2008) • Visualization Babuder et al., 2017) • Avoiding sensory overload
Explicit teaching and awareness raising Attentional resources Incidental learning is are strongly linked to • Phonological and orthographic slow and requires a working memory awareness training • lot of exposure capacity (Indrarathne Morphological awareness • Syntactic awareness & Kormos, 2017) • Textual awareness (macro & micro-structure) both in L1 and L2 if possible Dyslexic students Important role of have difficulties with guided attention and implicit learning discovery especially if the (Indrarathne et al., material is complex 2018)
Key elements of inclusive teaching in multilingual classes R U L A D A
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