Dislexia en la enseñanza y en el aprendizaje de una segunda lengua

Número

Descargas

Visitas a la página del resumen del artículo:  858  

DOI

https://doi.org/10.25267/Pragmalinguistica.2020.iextra2.15

Información

Artículos
257-271
Publicado: 03-09-2020
PlumX

Autores/as

Resumen

El presente artículo gira en torno a la complejidad de la dislexia, especificando los múltiples niveles de explicación de dicho fenómeno e indicando las posibles relaciones causales entre ellos. Se define la dislexia y se explica cómo se manifiesta en distintas lenguas, identificando semejanzas y diferencias en el aprendizaje de la lengua materna y de una segunda lengua/una lengua extranjera. Además, se presentan los potenciales obstáculos con los que se pueden encontrar los estudiantes con dislexia al aprender una segunda lengua. Por último, se analizan distintas investigaciones sobre la formación profesional del profesorado que enseña lenguas extranjeras a estudiantes disléxicos.

Palabras clave


Descargas

Los datos de descargas todavía no están disponibles.

Cómo citar

Nijakowska, J. (2020). Dislexia en la enseñanza y en el aprendizaje de una segunda lengua. Pragmalingüística, (2), 257–271. https://doi.org/10.25267/Pragmalinguistica.2020.iextra2.15

Citas

AHMMED, M.; SHARMA, U. & DEPPELER, J. (2012): “Variables affecting teachers' attitudes towards inclusive education in Bangladesh”, Journal of Research in Special Educational Needs, 12, pp. 132-140.

ALADWANI, A. M. & AL SHAYE, S. S. (2012): “Primary school teachers' knowledge and awareness of dyslexia in Kuwaiti students”, Education, 132 (3), pp. 499-516.

AVRAMIDIS, E. & NORWICH, B. (2002): “Teachers’ attitudes towards integration/inclusion: A review of the literature”, European Journal of Special Needs Education, 17 (2), pp. 129-147.

APA (American Psychiatric Association) (2013): Diagnostic and statistical manual of mental disorders (5th edic.), Arlington, VA: American Psychiatric Association.

BANDURA, A. (1977): “Self-efficacy: Toward a unifying theory of behavioural change”, Psychological Review, 84, pp. 191-215.

BRADY, S.; GILLIS, M.; SMITH, T.; LAVALETTE, M.; LISS-BRONSTEIN, L.; LOWE, E.; NORTH, W.; RUSSO E. & WILDER, T. D. (2009): “First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes”, Reading and Writing: An Interdisciplinary Journal, 4, pp. 425-455,

CHAO, C. N. G.; FORLIN, C. & HO, F. C. (2016): “Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong”, International Journal of Inclusive Education, 20 (11), pp. 1142-1154.

CSIZÉR, K.; KORMOS, J. & SARKADI, A. (2010): “The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners”, The Modern Language Journal, 94, pp. 470-487.

DE JONG, P. & VAN DER LEIJ, A. (2003): “Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read in a regular orthography”, Journal of Educational Psychology, 95, pp. 22-40.

ELLIOTT, J. G. & GIBBS, S. (2008): “Does dyslexia exist?”, Journal of Philosophy of Education, 42, pp. 475-491.

ELLIOTT, J. G. & GRIGORENKO, E. L. (2014): The Dyslexia debate, New York: Cambridge University Press.

FAWCETT, A. J. & NICOLSON, R. I. (2004): “Dyslexia: The role of the cerebellum”, Reid G. & Fawcett, A. J. (eds.): Dyslexia in context. Research, policy and practice, London: Whurr, pp. 25-47.

FLORIAN, L. (2012): “Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project”, Journal of Teacher Education, 63 (4), pp. 275-285.

FORLIN, C.; SHARMA, U. & LOREMAN, T. (2014): “Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong”, International Journal of Inclusive Education, 18 (7), pp. 718-730.

FRITH, V. (1999): “Paradojas en la definición de la dyslexia”, Dislexia, 5, pp. 192-194.

GANSCHOW, L. & SPARKS, R. (2001): “Learning difficulties and foreign language learning: A review of research and instruction”, Language Teaching, 34, pp. 79-98.

GENESEE, F.; GEVA, E.; DRESSLER, C. & KAMIL, M. (2006): “Synthesis: Cross-linguistic relation-ships in working memory, phonological processes, and oral language”, August, D. & Shanahan, T. (eds.): Developing literacy in second-language learners: A report of the national literacy panel on language-minority children and youth, Mahwah, NJ: Erlbaum, pp. 153-174.

GEVA, E. (2000): “Issues in the assessment of reading disabilities in L2 children beliefs and research evidence”, Dyslexia, 6, pp. 13-28.

GEVA, E. & RYAN, E. B. (1993): “Linguistic and cognitive correlates of academic skills in first and second languages”, Language Learning, 43 (1), pp. 5-42.

GEVA, E. & WIENER, J. (2015): Psychological assessment of culturally and linguistically diverse children and adolescents: A practitioner’s guide, New York: Springer Publishing Company.

GOLDFUS, C. (2012): “Knowledge foundations for beginning reading teachers in EFL”, Annals of Dyslexia, 62, pp. 204-221

GOSWAMI, U. (2000): “Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework”, Dyslexia, 6, pp. 133-151.

HELLAND, T. & KAASA, R. (2005): “Dyslexia in English as a second language”, Dyslexia, 11 (1), pp. 41-60.

HULME, C. & SNOWLING, M. J. (2009): Developmental disorders of language learning and cognition, Oxford/Malden: Wiley-Blackwell.

JOSHI, R. M.; BINKS, E.; HOUGEN, M.; DAHLGREN, M.; DEAN, E. & SMITH, D. (2009): “Why elementary teachers might be inadequately prepared to teach reading”, Journal of Learning Disabilities, 42, pp. 392-402.

KAHN-HORWITZ, J. (2015): “Organizing the mess in my mind: EFL teachers’ perceptions and knowledge of English orthography”, Reading and Writing: An Interdisciplinary Journal, 28, pp. 611-631.

KAHN-HORWITZ, J. (2016): “Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: A longitudinal perspective”, Annals of Dyslexia, 66, pp. 147-170.

KORMOS, J. (2017a): The second language learning processes of students with Specific Learning Difficulties, New York: Routledge.

KORMOS, J. (2017b): “The effects of Specific Learning Difficulties on processes of multilingual language development”, Annual Review of Applied Linguistics, pp. 1-15.

KORMOS, J. & CSIZÉR, K. (2010): “A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students”, International Journal of Applied Linguistics, 20, pp. 232-250.

KORMOS, J. & NIJAKOWSKA, J. (2017): “Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a Massive Open Online Learning Course”, Teaching and Teacher Education, 68, pp. 30-41.

KORMOS, J.; CSIZÉR, K. & SARKADI, Á. (2009): “The language learning experiences of students with dyslexia: Lessons from an interview study”, International Journal of Innovation in Language Learning and Teaching, 3 (2), pp. 115-130.

KOŠAK-BABUDER, M.; KORMOS, J.; RATAJCZAK, M. & PIŽORN, K. (2019): “The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners”, Language Testing, 36 (1), pp. 51-75.

LANDERL, K.; RAMUS, F.; MOLL, K.; LYYTINEN, H.; LEPPÄNEN, P. H. T.; LOHVANSUU, K. & SCHULTE-KÖRNE, G. (2013): “Predictors of developmental dyslexia in European orthographies with varying complexity”, Journal of Child Psychology and Psychiatry, 54 (6), pp. 686-694.

MALINEN, O-P.; SAVOLAINEN, H. & XU, J. (2012): “Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education”, Teaching and Teacher Education, 28, pp. 526-534.

MARTIN, D. (ed.) (2013): Researching dyslexia in multilingual settings: Diverse perspectives, Bristol: Multilingual Matters.

MCCUTCHEN, D.; ABBOTT, R. D.; GREEN, L. B.; BERETVAS, S. N.; COX, S.; POTTER, N. S. & GRAY, A. L. (2002): “Beginning literacy: Links among teacher knowledge, teacher practice, and student learning”, Journal of Learning Disabilities, 35, pp. 69-86.

MCCUTCHEN, D.; GREEN, L.; ABBOTT, R. D. & SANDERS, E. A. (2009): “Further evidence f or teacher knowledge: Supporting struggling readers in grades three through five”, Reading and Writing: An Interdisciplinary Journal, 22, pp. 401-423.

MILES, E. (2000): “Dyslexia may show a different face in different languages”, Dyslexia, 6, pp. 193-201.

MILLER-GURON, L. & LUNDBERG, I. (2000): “Dyslexia and second language reading: A second bite at the apple?”, Reading and Writing, 12 (1-2), pp. 41-61.

MOATS, L. C. (2009): “Knowledge foundations for teaching reading and spelling”, Reading and Writing: An Interdisciplinary Journal, 22, pp. 379-399.

MOATS, L. C. & FOORMAN, B. R. (2003): “Measuring teachers' content knowledge of language and reading”, Annals of Dyslexia, 53, pp. 23-45.

MOLL, K.; RAMUS, F.; BARTLING, J.; BRUDER, J.; KUNZE, S.; NEUHOFF, N. & LANDERL, K. (2014): “Cognitive mechanisms underlying reading and spelling development in five European orthographies”, Learning and Instruction, 29, pp. 65-77.

NATIONAL INSTITUTE OF CHILD HEALTH (2002): Definition of dyslexia, Washington, DC: National Institute of Child Health and Human Development. Disponible en: https://dyslexiaida.org/definition-of-dylexia/ (Fecha de consulta: 20/10/2018).

NICOLSON, R. I. (2001): “Developmental dyslexia: Into the future”, Fawcett, A. J. (ed.): Dyslexia. theory and good practice, London: Whurr, pp. 1-35.

NICOLSON, R. I. & FAWCETT, A. J. (2008): Dyslexia, learning, and the brain, Cambridge, MA: MIT Press.

NIJAKOWSKA, J. (2008): “An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English”, Kormos, J. & Kontra, E. H. (eds.): Language learners with special needs: An international perspective, Bristol: Multilingual Matters, pp. 130-157.

NIJAKOWSKA, J. (2010): Dyslexia in the foreign language classroom, Bristol: Multilingual Matters.

NIJAKOWSKA, J. (2014): “Dyslexia in the European EFL teacher training context”, Pawlak, M. & Aronin, L. (eds.): Essential topics in applied linguistics and multilingualism, Heidelberg: Springer, pp. 129-154.

NIJAKOWSKA, J. (2016): “Developmental dyslexia”, Östman, J-O. & Verschueren, J. (eds.): Handbook of pragmatics, [HOP 20], Amsterdam/Philadelphia: John Benjamins. pp. 1-31. Handbook of Pragmatics Online

NIJAKOWSKA, J.; TSAGARI, D. & SPANOUDIS, G. (2018): “English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus and Poland”, Dyslexia, 24 (4), pp. 357-379.

NIJAKOWSKA, J. (2019): “Foreign language teachers’ preparedness to cater for special educational needs of dyslexic learners”, European Journal of Special Needs Education, 34 (2), pp. 189-203.

NORWICH, B. (2009): “How compatible is the recognition of dyslexia with inclusive education?”, Reid, G. (ed.): The Routledge companion to dyslexia, London: Routledge, pp. 177-193.

OZDER, H. (2011): “Self-efficacy beliefs of novice teachers and their performance in the classroom”, Australian Journal of Teacher Education, 36 (5), pp. 1-15.

PALLADINO, P.; BELLAGAMBA, I.; FERRARI, M. & CORNOLDI, C. (2013): “Italian children with dyslexia are also poor in reading English words, but accurate in reading English pseudowords”, Dyslexia, 19 (3), pp. 165-177.

PEEBLES, J. L. & MONDAGLIO, S. (2014): “The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms”, International Journal of Inclusive Education, 18 (12), pp. 1321-1336.

PEER, L. & REID, G. (eds.) (2016): Multilingualism, literacy and dyslexia. Breaking down barriers for educators, London: Routledge.

PIECHURSKA-KUCIEL, E. (2008): “Input, processing and output anxiety in students with symptoms of developmental dyslexia”, Kormos, J. & Kontra, E. H. (eds.): Language learners with special needs. An international perspective, Bristol: Multilingual Matters, pp. 86-109.

PFENNINGER., S. E. (2015): “MSL in the digital age: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia”, Studies in Second Language Learning and Teaching, 5, pp. 109-133.

PODHAJSKI, B.; MATHER, N.; NATHAN, J. & SAMMONS, J. (2009): “Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes”, Journal of Learning Disabilities, 42, pp. 403-417.

RAMUS, F. (2004): “Neurobiology of dyslexia: A reinterpretation of the data”, Trends in Neurosciences, 27 (12), pp. 720-726.