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Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0001-8869-6687
2016 (English)In: Nordic Journal of Literacy Research, ISSN 2464-1596, Vol. 2, 1-18 p.Article in journal (Refereed) Published
Abstract [en]

The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.

Place, publisher, year, edition, pages
2016. Vol. 2, 1-18 p.
Keyword [en]
Bilingualism, bilingual education policy, literacy, special education
National Category
Other Humanities not elsewhere specified
Research subject
Bilingualism
Identifiers
URN: urn:nbn:se:su:diva-131238DOI: 10.17585/njlr.v2.224OAI: oai:DiVA.org:su-131238DiVA: diva2:936822
Available from: 2016-06-22 Created: 2016-06-14 Last updated: 2016-12-19Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NB
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More languages
Output format
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