Foreign Language Learning and Dyslexia

Abstract

This article presents English language learning pupils with the opportunity to communicate with speaking peers on equal
terms: to use the gift of communication to promote a common understanding and share visions and plans for the future. It is not simply
an ideological educational theory designed to gain acceptance of a common curriculum for schools. However if we are to promote the
idea of foreign language learning for all, we must question if it is really possible to give all our young people access to this area of the
curriculum and if we can make the experience a worthwhile one which results in effective learning. If we can answer, “Yes” to this
question, then the next question will inevitably be “How”? Inclusion in the modern languages classroom is about much more than having
a presence and being exposed to another language. It is about feeling accepted and involved in a worthwhile learning experience
whatever the level that can be achieved. One dilemma faced is whether we should present all young people with a common modern
language curriculum irrespective of any additional support needs which they may have, or deprive pupils of what may prove to be a
worthwhile and satisfactory learning experience. Early research into the learning of another language suggested that because dyslexic
pupils normally manage to cope with the spoken and listening aspects of their own language, there was no reason why they would not
cope with a foreign language.