Students with dyslexia can expect to have serious difficulties learning a second language. Nevertheless, they should be given the same opportunities to learn languages as other learners. This study provides a brief review on how dyslexia complicates learning a second language (§2); a description of the criteria for preparing effective teaching materials for students with difficulties in learning (§3); an example of teaching materials developed by Umbra Institute in a study abroad context, with a view to making Italian language learning more appropriate for dyslexic college students (§4); a description of the results and the effects on single students (§5).

Insegnamento della lingua italiana ad apprendenti anglofoni dislessici. L’esperienza di Umbra Institute

Samu, Borbala
2016

Abstract

Students with dyslexia can expect to have serious difficulties learning a second language. Nevertheless, they should be given the same opportunities to learn languages as other learners. This study provides a brief review on how dyslexia complicates learning a second language (§2); a description of the criteria for preparing effective teaching materials for students with difficulties in learning (§3); an example of teaching materials developed by Umbra Institute in a study abroad context, with a view to making Italian language learning more appropriate for dyslexic college students (§4); a description of the results and the effects on single students (§5).
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.12071/14129
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