Understanding and Dealing with Dyslexia in the EFL Classroom
(2018) ÄENM92 20181Educational Sciences
English Studies
- Abstract
- Dyslexia is a problem that can limit someone’s life if the person does not receive the appropriate support in order to develop strategies to deal with it, and it is not limited to one’s first language. The first limitations appear early in life during the school years as the child struggles with literacy issues. It is in the educational environment where the child will receive
the first support and experience obstacles, but it is possible to succeed in school with the right orientations. These orientations depend on how dyslexia is seen within the educational system and the educational policy documents determine how learning difficulties are handled.
Accordingly, this study examines educational policy documents and how they are... (More) - Dyslexia is a problem that can limit someone’s life if the person does not receive the appropriate support in order to develop strategies to deal with it, and it is not limited to one’s first language. The first limitations appear early in life during the school years as the child struggles with literacy issues. It is in the educational environment where the child will receive
the first support and experience obstacles, but it is possible to succeed in school with the right orientations. These orientations depend on how dyslexia is seen within the educational system and the educational policy documents determine how learning difficulties are handled.
Accordingly, this study examines educational policy documents and how they are interpreted by educational stakeholders on multiple scales, with the aim of understanding how issues about dyslexia are negotiated. English learning/teaching also has emphasis in the study due to the language’s depth and its importance in the Swedish scenario. A qualitative study was conducted using descriptive coding, discourse analysis and nexus analysis, considering the
different discourses involved and how the personal experiences are reflected in such discourses. The results suggest that the stakeholders are aligned with the educational policies and have similar understandings of policy content. The existent variations seem to depend on the participants’ life experiences, circulating beliefs or ideologies. Additionally, the study indicates the need for further investigation with a larger number of participants to understand
if this represents the reality throughout Sweden. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8964200
- author
- Ferreira Dos Santos, Melissa LU
- supervisor
-
- Francis Hult LU
- organization
- alternative title
- A Scalar Analysis of Educational Policy Documents
- course
- ÄENM92 20181
- year
- 2018
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- dyslexia, EFL, educational policy, discourses, teacher agency
- language
- English
- id
- 8964200
- date added to LUP
- 2018-12-17 08:55:10
- date last changed
- 2018-12-17 08:55:10
@misc{8964200, abstract = {{Dyslexia is a problem that can limit someone’s life if the person does not receive the appropriate support in order to develop strategies to deal with it, and it is not limited to one’s first language. The first limitations appear early in life during the school years as the child struggles with literacy issues. It is in the educational environment where the child will receive the first support and experience obstacles, but it is possible to succeed in school with the right orientations. These orientations depend on how dyslexia is seen within the educational system and the educational policy documents determine how learning difficulties are handled. Accordingly, this study examines educational policy documents and how they are interpreted by educational stakeholders on multiple scales, with the aim of understanding how issues about dyslexia are negotiated. English learning/teaching also has emphasis in the study due to the language’s depth and its importance in the Swedish scenario. A qualitative study was conducted using descriptive coding, discourse analysis and nexus analysis, considering the different discourses involved and how the personal experiences are reflected in such discourses. The results suggest that the stakeholders are aligned with the educational policies and have similar understandings of policy content. The existent variations seem to depend on the participants’ life experiences, circulating beliefs or ideologies. Additionally, the study indicates the need for further investigation with a larger number of participants to understand if this represents the reality throughout Sweden.}}, author = {{Ferreira Dos Santos, Melissa}}, language = {{eng}}, note = {{Student Paper}}, title = {{Understanding and Dealing with Dyslexia in the EFL Classroom}}, year = {{2018}}, }