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Contradictions around differentiation for pupils with dyslexia learning E nglish as a F oreign L anguage at secondary school
Author(s) -
Rontou Maria
Publication year - 2012
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12003
Subject(s) - christian ministry , dyslexia , mathematics education , class (philosophy) , differentiated instruction , psychology , pedagogy , state (computer science) , sociology , reading (process) , computer science , linguistics , political science , philosophy , algorithm , artificial intelligence , law
This article deals with differentiation of teaching methods and extra time in class for pupils with dyslexia by E nglish as a F oreign L anguage ( EFL ) teachers in two G reek state secondary schools. Activity theory is applied to analyse the contradictions that emerge around the issue of differentiation for pupils with dyslexia from data compiled from interviews with teachers, pupils and parents and field notes from lesson observations across two schools. The analysis shows that contradictions are created when participants try to achieve their goals for differentiation by lack of teachers’ knowledge, inadequate diagnosis, unclear school and Ministry policy, short duration of lessons and the number of pupils in class. The findings suggest the necessity of teacher training in dyslexia and the improvement of school and Ministry policy.