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A qualitative study into EFL teachers’ experiences with dyslexic students in upper secondary schools in Sweden
Mälardalen University, School of Education, Culture and Communication.
2019 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This paper examines the awareness and experiences of L2 teachers of English in Swedish upper secondary schools with regard to dyslexic learners, with a focus on teaching strategies and feedback. The data for the study was collected through audio-recorded semi-structured interviews with three teachers of English. The data was then analyzed using qualitative content analysis. The results show that teachers are aware of dyslexia but lack the knowledge of required teaching methods and strategies to help the students develop their language skills. Teachers use process writing and sequential and cumulative methods when teaching English more than other methods. The findings from the interviews also suggest that teachers need more support to be able to teach phonemic awareness, as one of the most prominent problems for dyslexic students is phoneme-grapheme correspondence.   

Place, publisher, year, edition, pages
2019. , p. 22
Series
LÄRARUTBILDNINGEN
Keywords [en]
EFL, Sweden, Dyslexia, Teaching strategies, Upper secondary school, Swedish, English
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:mdh:diva-47022OAI: oai:DiVA.org:mdh-47022DiVA, id: diva2:1392797
Subject / course
English
Supervisors
Examiners
Available from: 2020-02-17 Created: 2020-02-10 Last updated: 2020-02-19Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf