Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom

Volume 8 Issue 3 (July 2023)
Fatima Zahra EL ARBAOUI
Pages: 385-395 Download Count : 536 View Count: 764 DOI Number 10.24331/ijere.1286605 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


Dyslexia is a specific learning disability that affects not only students’ first-language literacy skills but also foreign language learning. It is characterized by difficulties with accurate and/or fluent word recognition as well as poor spelling and decoding abilities. It does not indicate a lack of intelligence or idleness, but rather it is a typical condition that influences the manner the brain processes written and spoken language. In order to ensure that dyslexic students successfully acquire the necessary levels of foreign language proficiency, they need additional support. A total of forty-seven teachers took part anonymously in an online study. A questionnaire was used to provide a descriptive account of the training requirements of EFL teachers who face the challenge of teaching dyslexic students within the mainstream classroom in the six largest universities in Morocco. The findings indicated that foreign language teachers often lack adequate understanding of the nature of dyslexia and the challenges it poses in foreign language learning, and they are unfamiliar with the relevant teaching techniques and methods to support dyslexic students’ language learning processes. However, they expressed their interest in some courses that would help them expand their knowledge and skills and be able to teach dyslexic students more effectively and inclusively

Keywords

  • Awareness
  • dyslexia
  • EFL
  • higher education
  • teachers’ training needs
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