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Understanding and Dealing with Dyslexia in the EFL Classroom

Ferreira Dos Santos, Melissa LU (2018) ÄENM92 20181
Educational 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:
author
Ferreira Dos Santos, Melissa LU
supervisor
organization
alternative title
A Scalar Analysis of Educational Policy Documents
course
ÄENM92 20181
year
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}},
}