It’s a widespread opinion that learning a foreign language (LS) or an L2 language, could present additional difficulties to dyslexic students; therefore teachers usually arrange personalized reducing educational programs that diminish, de facto, the experience of studying a new language, different from the mother tongue (L1). The aim of the project DUEL (Dyslexia at University and E-Learning) is to underline the feasibility for teachers to introduce an L2 language to dyslexic students without limiting contents, but, on the contrary, developing specific teaching strategies. It is first of all necessary to investigate the typology of dyslexic foreign students attending academic courses and to take a census about their percentage; then to create supporting e-learning tools, with the aim of facilitate and improve the linguistic skills of these over mentioned students, engaged in learning Italian language.

DUEL: a multimodal way of teaching to dyslexic foreign students

Peppoloni D
2013

Abstract

It’s a widespread opinion that learning a foreign language (LS) or an L2 language, could present additional difficulties to dyslexic students; therefore teachers usually arrange personalized reducing educational programs that diminish, de facto, the experience of studying a new language, different from the mother tongue (L1). The aim of the project DUEL (Dyslexia at University and E-Learning) is to underline the feasibility for teachers to introduce an L2 language to dyslexic students without limiting contents, but, on the contrary, developing specific teaching strategies. It is first of all necessary to investigate the typology of dyslexic foreign students attending academic courses and to take a census about their percentage; then to create supporting e-learning tools, with the aim of facilitate and improve the linguistic skills of these over mentioned students, engaged in learning Italian language.
teaching a second language; developmental dyslexia; assistive technologies
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12071/11219
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