1. Supporting Foreign Language Learners with Dyslexia
Laura Puente Martín & Susanne Winchester

2. Workshop outline
Background information: Dyslexia in Modern Language Learning Project (DMLL)
What is dyslexia & how does it impact on language learning?
How can teaching and materials be adapted to accommodate specific learning needs?
Susanne

3. Dyslexia in Modern Language Learning Project
WHAT DID WE DO?
Literature review
Formulation of practical guidelines
Production of ‘dyslexia-friendly’ materials
Peer review of materials and peer observations
Susanne
WHY?
Lack of resources
A need for greater awareness of the challenges faced by dyslexic language learners
A review of literature on dyslexia in the context of language learning
Future outcomes & action
Production of guidelines for ALs, Course Teams and Learner Support
Awareness raising via dissemination events

4. What is dyslexia? a specific learning difference
experienced by each individual differently
Different way of processing of information, affecting language, short-term memory and retrieval of information
Literature review – definition of dyslexia

5. Dyslexics may experience difficulties in:
Phonological awareness
Auditory discrimination
Verbal memory and processing
Sequencing
Writing
Grammar and syntax
Visual discrimination
How does dyslexia manifest itself?

6. What can be the specific challenges when learning a foreign language?
Phonological system
Remembering and retrieving vocabulary
Spelling
Linguistic structures and grammar concepts
Listening and reading
Academic skills
Lack of specific foreign language study skills
Lack of confidence and self-esteem
What are the implications for foreign language learning? In which areas would dyslexic learners experience difficulties?

7. How can we make adjustments to accommodate particular
learning needs?

8. Principles of learning
Motivation
Over-learning
Little and often
Modelling
Meta-cognition
Multi-sensory
Relevance
In summary, which principles of learning do tutors have to bear in mind when teaching and designing activities: 1. students need to be trained or made aware of effective study skills. 2. Activities should aim to stimulate more than one sense. 3. all learning must be relevant – links should be made to prior learning and the relevance of each piece of learning should be made clear. 4. Activities should be motivating, by e.g. providing cultural information and presenting the “bigger picture”. This would also build confidence. 5. over-learning, i.e. creating opportunities for revision to aid memorisation 6. in short bursts. 7. New material should always contain examples.
Increase active engagement in all activities
ADSHE

9. Key pointers Overload reduction Interaction with material
Creativity and imagination
Organisation of information to aid memorising
Laura – do we need this?

10. Dyslexic learners prefer learning that is……
auditory
visual
kinaesthetic
tactile
…… and benefit from:
a multi-sensory approach to teaching
In order to create effective materials, knowledge of how dyslexics prefer to learn may be useful. Research indicates that dyslexic students respond positively to a multi-sensory approach to teaching? What does this imply?

11. Multi-sensory approach
use of different sensory channels
to create ‘overlearning’
Explain definition.

12. Overlearning
Explain definition.

13. highly visual
pastel backgrounds
uncluttered layout
sans-serif typeface
multi-sensory

14. Example 1 – Grammar
Laura - explain

16. Example 2 – Study Skills: TMA Preparation

18. Example 3 – Pronunciation/Spelling http://loro.open.ac.uk/3353/
Susanne - explain

20. Which of these resources do you consider to be ‘dyslexia-friendly’?
Over to you!
Which of these resources do you consider to be ‘dyslexia-friendly’?
How could you adapt the rest to make them ‘dyslexia-friendly’?
Set up activity

21. Example 4 - http://loro.open.ac.uk/719/

22. Example 5 - http://loro.open.ac.uk/426/

23. Example 6 http://loro.open.ac.uk/3233/

24. Example 7 http://loro.open.ac.uk/717/

25. Example 8 http://loro.open.ac.uk/654/

26. Example 9 http://loro.open.ac.uk/639/

27. Example 10 http://loro.open.ac.uk/3364/

28. Example 11 http://loro.open.ac.uk/834/

29. Example 12 http://loro.open.ac.uk/655/

30. Example 13 http://loro.open.ac.uk/494/

31. Example 14 http://loro.open.ac.uk/834/

32. Example 15 http://loro.open.ac.uk/3363/

33. Example 16 http://loro.open.ac.uk/870/

34. Example 17 L130 TMA 1

35. Example 18 L314 TMA Guidance

36. Conclusion
What constitutes good practice for dyslexic students is often good practice for all students.
After activity - conclusion

37. How can we support students?
How can we support students?

38. Study skills training – advice that can help dyslexic MFL students
Learning of Vocabulary
Learning of Rules
Taking Notes
Listening
Should be include this in our explanation of “meta cognition” and need for study skills training? We can then take 34 and 35 out

39. Further Support Diagnostic testing Additional support sessions
to promote successful study skills
to deal with TMA requirements and other issues
Providing information about access to assistive technology and other support tools and training in using it
Advising students of recorded tutorials (if tutorials are recorded)

40. What if…..? …. a student says…
…. in a tutorial, after setting up an activity: "I don't think I can do this one, I am sorry, can I just listen?".
“What's on the TMA?”
“I am very behind.”
“I am not very good at this.”
“I am not very confident about my writing.”
“I have lots of ideas, that is not a problem, but I need help with preparing for a TMA, I may sit down for a long time and not be able to start writing at all.”
“I really am not sure about attending the Day School, it scares me.”
And finally: You receive the first oral TMA in a beginners course and find you can understand very little of it.
What do you do??

41. Further Information Where can tutors find more information?
How can tutors keep up-to-date?
OU Resources available
« Dyslexia toolkit » 
“Studying with dyslexia”

42. Further Information CPD Opportunities British Dyslexia Association
Generic Training Materials on Dyslexia
The Journey to Excellence: a personal Development Pack for Meeting the needs of learners with dyslexia (Education Scotland):
MFL specific training materials
Dyslang
Dystefl (this is a TEFL course which in general addresses many of the issues encountered in MFL)