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Dyslexia in the L2 Classroom: Recognizing and Supporting Undiagnosed Students in Japan
https://doi.org/10.60461/0002000665
https://doi.org/10.60461/00020006653c65e33e-8fce-4213-b8d1-db5ccfebca71
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CSELT011007.pdf (224 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-11-13 | |||||||
| タイトル | ||||||||
| タイトル | Dyslexia in the L2 Classroom: Recognizing and Supporting Undiagnosed Students in Japan | |||||||
| 言語 | en | |||||||
| 作成者 |
Montgomery, A. Tyler
× Montgomery, A. Tyler
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| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | learning disabilities | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | dyslexia | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | second language | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | EFL | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | learning style | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | reading | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | writing | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | accommodation | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | 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. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | 福岡女学院大学英語教育研究センター | |||||||
| 言語 | ja | |||||||
| 出版者 | ||||||||
| 出版者 | Centre for the Study of English Language Teaching, Fukuoka Jo Gakuin University | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子（シンプル） | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ（シンプル） | departmental bulletin paper | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 識別子 | ||||||||
| 識別子 | https://hdl.handle.net11470/1015 | |||||||
| 識別子タイプ | HDL | |||||||
| ID登録 | ||||||||
| ID登録 | 10.60461/0002000665 | |||||||
| ID登録タイプ | JaLC | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | PISSN | |||||||
| 収録物識別子 | 21882762 | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | EISSN | |||||||
| 収録物識別子 | 27590364 | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AB00011360 | |||||||
| 書誌情報 |
en : The Centre for the Study of English Language Teaching JOURNAL 巻 11, p. 99-114, ページ数 16, 発行日 2023-03 |
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