A foreign language learner with specific learning difficulties (dyslexia)

A Foreign Language Learner with Specific Learning Difficulties (Dyslexia)

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Introduction
n Fraser has a Statement of Special Educational Needs. His educational psychologist has diagnosed Specific Learning Difficulties (Dyslexia). Fraser has average to above-average intelligence and a wide range of interests. He plays for the town under-13 football team. He has a Reading Age of 8 years 3 months, which is on the low side. During the early months of learning the MFL he appears to be enjoying the subject and making good progress, but you have noticed that he is having difficulty with certain aspects of the subject and particularly with written work. His father has just informed your school's Special Needs Coordinator that he would like Fraser to be withdrawn from MFL lessons. He believes that a second language only serves to confuse Fraser when his basic literacy is so weak. He would like Fraser to do extra English instead during his MFL lessons.

Problem 1
n Does Fraser's father have the right to insist that his son should be "disapplied" from his National Curriculum entitlement to a MFL? Do you as Fraser's MFL teacher agree that "disapplication" is appropriate in Fraser's case?
n Towards the end of January 1999, a message seeking advice about the disapplication of a dyslexic MFL learner was sent to SENCO Forum, a discussion group for Special Needs professionals. Find and read the Disapplication from Modern Languages messages in that month's SENCO Forum Archives. The DfES website has guidance on Disapplication of the National Curriculum.

Problem 2
n Your Head of Department wants Fraser to continue with his MFL and asks you to find out more about his condition and to devise strategies that will help him access the subject better.
n For information about the implications of Specific Learning Difficulties for MFL, browse through the British Dyslexia Association information sheet Modern Foreign Languages and Dyslexia: A survivors' guide to Languages and the National Curriculum. On the Europe's Children - Our Concern website, read the Language Shock: Understanding Dyslexia page, and more particularly the case study of Toon, a Dutch speaker, who though fluent now in spoken English and Spanish, still has poor literacy skills. Read the upbeat message FL learning disability that Elizabeth posted on the American language teachers' forum FLTeach about her dyslexic son's experience of learning Spanish.

Problem 3
n You decide to find out how other countries address the issue of SpLD and MFL.
n The American counterpart of the British Dyslexia Association is the Orton Dyslexia Society. Many US colleges now have a foreign language requirement. Read the comments about the significance of this requirement for dyslexic students on the Orton-Dyslexia Society Message Board and browse through the ERIC digest Should students with learning disabilities be exempt from foreign language requirements? . Compare this information with the University of Hull Open Learning Centre for Languages guidelines Dyslexia and Learning a Modern Foreign Language.

Further reading
n The hypothetical case study of Anna, a dyslexic student applying to the University of Sheffield Department of Languages and Interpreting Studies.
n This Modern Foreign Languages and Special Educational Needs portal has a Specific Learning Difficulties section with many links.
n This Bibliography of Modern Foreign Languages and Special Educational Needs lists many online and print references in its Specific Learning Difficulties section.

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