The document discusses the challenges that students with dyslexia face when learning a foreign language in the classroom. It provides definitions of dyslexia and explains how it can impact memory, word comprehension, sequencing, and other skills important for language learning. The document also discusses teachers' perceptions of challenges like time pressures when accommodating these students. Finally, it provides numerous examples of educational technologies and strategies that teachers can use to help support students with dyslexia in the foreign language classroom, such as audio resources, videos, games, and adaptive software.

1. The role of ICT in managing the
barrier of Dyslexia in the MFL
Classroom
Siobhán Daly

2. What is Dyslexia?
Siobhán Daly

3. What is Dyslexia?
A very simple definition would be that dyslexia is a specific
learning difficulty which makes it hard for some people to learn
to read, write and spell correctly.
Dyslexia affects:
•Memory
•Comprehension of words
•Sequencing (putting things in order)
•Speed of information processing
•Visual comprehension
•Auditory perception (the sounds of words)
•Writing
•Spelling
•Grammar
Siobhán Daly

4. Dyslexia and MFL
 Students with dyslexia may
experience problems with a new
language, since second language
learning builds on native language
learning (Birch, 2007; Cummins,
1984).
 Variations in language and in structure
can challenge the student as pre-
learnt rules are not always
transferable to the new language.
Siobhán Daly

5. (Wadlington & Wadlington, 2005)
 “Dyslexia should not be a condition
that disables a learner, nor should it
be a condition that disables a teacher
in the classroom”
Siobhán Daly

6. Teachers’ Perceptions
Siobhán Daly

7. Challenges for MFL Teachers
 “time for planning”, “time to prepare
resources” and “time pressure of
creating individual learning resources.”
 “Their voice should be sought, they
should be asked about methods that
help them.”
Siobhán Daly

8. Dyslexia and Motivation
 Students with dyslexia risk losing their
motivation to learn foreign languages
(Kormos & Kontra, 2008a), and
develop symptoms of foreign
language anxiety (Sparks &
Ganschow, 1991).
Siobhán Daly

9. Dyslexia and MFL
 The Dyslexia Association in Ireland
(2014) suggests that dyslexia affects
one in ten people, so it is likely that all
MFL teachers will have such learners
in their classes.
 All Junior Cycle students will study a
foreign language by 2021 (Minister for
Education and Skills, Richard Bruton
TD, 19/4/2017).
Siobhán Daly

10. MFL and Dyslexia
 French: Silent endings, irregular
verbs, many different sounds on
words
 German: Similar roots as English
although many long words pose
problems
 Spanish: Similar sounds as English
language, less irregular verbsSiobhán Daly

11. Exemptions
 Wheelden (2001, page 2) “is an easy
solution that ignores the problem and
may deprive the student of important
educational experiences”.
 Since MFL is not a core subject,
parents of students with dyslexia are
often reluctant to support the
acquisition of a new language, opting
instead to concentrate on English and
Maths (McKeown, 2004),
Siobhán Daly

12. Dyslexia and MFL-
Exemptions
 Almost 4,000 students were exempt
from Gaeilge in the Leaving Cert
2015, but 60% of these students sat
another language exam
 It has been suggested that teachers
describe language classes as “the
most disruptive subject on the
curriculum” (Macaro, 2008, page 105).
Siobhán Daly

13. Dyslexia and MFL Strategies
 Exaggerating word separation
 Using visual handouts and resources
 Audio resources/ reading aloud
 Flashcards
 Rhyme, games, songs
 Multisensory approach to vocabulary
 Visual resources to show sequencing
of grammar
Siobhán Daly

14. Audioboom
 The app “Audioboom” is a free app that
enables learners to record sentences in
the classroom.
 The student speaks and records their
sentence.
 The teacher then corrects it (this can
also be recorded).
 This can be emailed to students.
 Useful for: Oral Work, Sentence
Formation
Siobhán Daly

15. WriteReader (Free)
 This is an online book creator
 This allows audio recording
 Partnered with Sesame Street to
enable learners to create stories
based on this.
Siobhán Daly

16. WriteReader
 The keyboard can also be set to
pronounce either the name of the
letter or sound of the letter or nothing
when pressing the keys.
 Useful for: Spelling, Vocabulary,
Sentence Formation, Grammar
Siobhán Daly

17. WriteReader
 Lego and Sesame Street images can
also be used to encourage writing
ideas.
Siobhán Daly

18. Storyboard That €9
Monthly
 Storyboard is a sequence of pictures
typically with some directions and
dialogue.
 It represents the shots planned for a
film/ TV programme.
 Useful for: Reinforcing grammar and
vocabulary.
Siobhán Daly

19. Storyboard That
Siobhán Daly

20. Phonétique (Free)
 http://phonetique.free.fr/
 This is used to aid students with
recognising MFL phonics.
 Students can hear common sounds
and complete exercises afterwards to
consolidate learning.
Siobhán Daly

21. Video Resources
www.flevideo.com
www.ielanguages.com
These websites include authentic MFL
videos with a transcript and quiz.
Useful for: Reinforcing learned
vocabulary and grammar
Siobhán Daly

22. Video Resources
Siobhán Daly

23. Mindmapping
 Mindmaps are useful for
brainstorming.
 It is a visual resource that breaks
down information.
 This engages the student, thus
improving concentration.
 Useful for: Written production
Siobhán Daly

24. Mindmapping
Siobhán Daly

25. Pronunciation Videos
(Youtube)
 Learners should watch the video and
repeat the pronunciation after the
speaker.
 This breaks down the challenge of
phonics for the student.
Siobhán Daly

26. Etwinning (Free)
 This is a wonderful initiative that
enables MFL teachers to create a
project (for example, penpals) with
other schools in Europe.
 This may be useful in
encouraging enjoyment
of the language as tasks
can be creative.
Siobhán Daly

27. Stopmotion Studio (Free)
 This is a film making website that
allows students to create animated
videos.
 Students create a story, create the
video and then narrate the videos.
 This is useful for oral and aural work,
as well as reinforcing grammar and
vocabulary. Siobhán Daly

28. StopMotion
Siobhán Daly

29. Spelling City (Free)
 This makes learning spelling and
vocabulary words fun by having users
play engaging games using a word
list.
 This is very useful for vocabulary
learning and spelling.
Siobhán Daly

30. Spelling City
Siobhán Daly

31. Quizlet.com
 Quizlet is a website that is designed to
aid vocabulary learning through
flashcards and games.
 Students can also hear the audio of
the word and test their spelling of
vocabulary.
Siobhán Daly

32. Quizlet
 Teachers can create their own class
sets and monitor the progress of
students.
Siobhán Daly

33. Alain Le Lait (Free)
 This Youtube channel has a variety of
catchy songs and videos to aid the
learning of vocabulary topics and
verbs.
Siobhán Daly

34. Alain Le Lait
Siobhán Daly

35. OpenDyslexic
 This application allows teachers to
convert Word documents into a
Dyslexia Font that will increase
readability for students.
Siobhán Daly

36. Ttsreader (Free)
 TTS Reader allows students to copy
written text into the website.
 The text will then be read out in the
target language.
 Useful for: Sequencing, Oral Work,
Phonological Awareness
Siobhán Daly

37. LiveScribe Smartpen (Price
Varies)
 Can be used to record class audio-
reduces time spent writing.
 It records students written notes-
meaning that students with poor
handwriting can access their notes
typed on a computer.
Siobhán Daly

38. Mindsnacks (Free)
 Mindsnacks is an app that makes
learning MFL a game.
 Games are based on specific topics-
for example food and school.
 Useful for: Vocabulary
Siobhán Daly

39. Memrise (Free)
 Memrise is another website that aims
to teach languages through games.
 This is particularly useful in aiding
students with dyslexia to overcome
memory issues.
Siobhán Daly

40. Memrise
Siobhán Daly

41. Prizmo €10.99
 This app is used to scan documents
and then read them in the target
language.
 This is very useful for aural and oral
work.
 Available in over 40 languages
Siobhán Daly

42. Read&Write App (Free)
 Users can hear French text read
aloud in a document or webpage,
write in French with the help of word
prediction, or get support for French
vocabulary with a dictionary and
picture dictionary.
 Useful for: Writing, Reading, Aural
Siobhán Daly

43. Read&Write App (Free)
Siobhán Daly

44. Class QR App (Free)
 This application allows students to
record themselves orally on a QR
code.
 They can then give the QR code to
teacher.
 The teacher uses their phone to scan
the QR code and can then hear the
playback. Siobhán Daly

45. Class QR App (Free)
 This is useful if students are reluctant
to complete written homework.
 It is obviously also useful for oral work,
as well as an assessment tool.
Siobhán Daly

46. OpenDyslexic (Free)
 This is a downloadable typeface app
that uses a dyslexia- friendly font.
 Class notes can be adapted to use
this.
 Useful for: Reading
Siobhán Daly

47. Conclusion
 One head of department stated that
we “should teach every child as if they
have dyslexia....”
Siobhán Daly