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The Challenge to Learn English as an L2 when Having Dyslexia: A study about Dyslexic Pupils’ English Language learning from Special Needs Teachers’ Perspectives
Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
2015 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This study aims to investigate how special needs teachers work with dyslexic pupils who are not reaching the goals of the subject of English. In addition, the focus is to examine dyslexic pupils’ experienced areas of difficulties and also how to structure the language teachings in order to facilitate for the pupils with dyslexia. The method of collecting data for this essay is based on a qualitative research approach through semi-structured interviews with special needs teachers. The results conclude that the informants do not support the pupils directly since their assignment is instead to coach the teachers, which mean that their main responsibility is to work primarily with school organization. Also, through this essay it became evident that dyslexia exists in every language and the specific learning disability is not equal with a failed grade in English. 

Place, publisher, year, edition, pages
Keyword [en]
Language disability, Dyslexia, English, Swedish, Special needs teachers
National Category
Languages and Literature
URN: urn:nbn:se:lnu:diva-46366OAI: diva2:854570
Subject / course
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Available from: 2016-05-04 Created: 2015-09-17 Last updated: 2016-05-04Bibliographically approved

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Department of Languages
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