2026-03-09T08:06:58Z https://fukujo.repo.nii.ac.jp/oai

oai:fukujo.repo.nii.ac.jp:02000665 2024-12-16T09:30:52Z 1719218447191:1719218515320:1719390353002:1723003487776

Dyslexia in the L2 Classroom: Recognizing and Supporting Undiagnosed Students in Japan Montgomery, A. Tyler open access learning disabilities dyslexia second language EFL learning style reading writing accommodation Although dyslexia is the most common learning disorder worldwide, official diagnosis and support from educational institutions for learners with dyslexia remains rare in Japan. Consequently, the understanding, identification, and accommodation of dyslexia remains elusive in the foreign language (L2) classroom. In many cases, even if a student with dyslexia has developed compensation techniques to overcome difficulties in reading, writing, and other academic areas in Japanese, these techniques do not transfer to learning a second language, especially orthographically deep and opaque languages such as English. Further, there is a growing movement in Japan for inclusive education, meaning accommodating students with learning disabilities such as dyslexia will be necessary in the L2 classroom. In this paper, I will define dyslexia, how it can affect L2 learning, how to recognize if a student has dyslexia, and what L2 teachers in Japan can do to support students who may have dyslexia. Based on previous literature I will give general suggestions on how to design classroom activities and materials to accommodate L2 students with dyslexia, as well as more targeted advice based on studentsʼ preferred learning style. 福岡女学院大学英語教育研究センター Centre for the Study of English Language Teaching, Fukuoka Jo Gakuin University 2023-03 eng departmental bulletin paper VoR https://hdl.handle.net11470/1015 https://doi.org/10.60461/0002000665 http://hdl.handle.net/11470/1015 https://fukujo.repo.nii.ac.jp/records/2000665 10.60461/0002000665 21882762 27590364 AB00011360 The Centre for the Study of English Language Teaching JOURNAL 11 16 99 114 https://fukujo.repo.nii.ac.jp/record/2000665/files/CSELT011007.pdf application/pdf 224 KB 2023-03