Dyslexia in EFL Workshop #1

Workshop 1: Understand and Recognize

Different Learning in English Dyslexia in EFL Workshop #1: Understand and Recognize

Teacher Manual Oct 2020 Kenitra, Morocco

Page 1

IncLDE Teachers

Understanding Dyslexia in EFL classroom In this workshop you will learn about the nature of dyslexia and gain a thorough understanding of the strengths and weaknesses of dyslexic students.

You will also learn basics about some of the other specific learning differences (SpLDs) that very often co-occur with dyslexia, and explore how they affect language learning.

The main focus is on dys-constellation.

You will learn about identifying dyslexia and the common signs of this learning difference observed among dyslexic learners.

We will learn about the effects of dyslexia on foreign language learning. We will find out how important native language skills are in the process of learning a foreign language and we will become familiar with the types of difficulties that dyslexic students encounter in learning a foreign language.

Page 2

Workshop 1: Understand and Recognize

Aims - Get an overview of basic myths and theories of dyslexia.

- Gain awareness of the specific characteristics of dyslexic individuals: cognitive and behavioral.

- Understand how dyslexia manifests in EFL and why.

- Learn about basic specific learning differences and how they might affect language learning.

- Gain awareness of typical signs of dyslexia observed among dyslexic learners.

- Learn how dyslexia can be identified.

- Gain awareness of the importance of native language skills in the process of learning a foreign language.

Tasks - Find out what effects dyslexia has on foreign language learning and types of difficulties students encounter.

- Become inspired to continue the exploration and learning about dyslexia and SpLDs.

- Complete a survey on your beliefs about dyslexia.

- Read about the nature of dyslexia, common myths, and the strengths and weaknesses of dyslexic students.

- Design an information sheet (Infographic) about dyslexia for your colleagues and/ or parents.

- Produce a visual representation of the overlaps and differences between SpLDs. - Consider how best to accommodate SpLDs in the language learning classroom - Reflect on previous experiences of working with learners who may have had SpLDs.

- Read about early signs of dyslexia.

- Design an observation info sheet about the signs of dyslexia for your colleagues.

- Prepare a set of questions for an interview with a dyslexic learner.

- Optional (after the workshop): interview a dyslexic learner.

-Optional (after the workshop): write a report to describe the dyslexic learner’s experience and suggest ways to overcome the difficulties.

The material and the content in the workshop, unless stated otherwise, is based on two online courses: 1. http://dystefl2.uni.lodz.pl/ By: Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B., Kálmos, B., Imrene Sarkadi, A., …Pižorn, K. (2015).

DysTEFL2 – Dyslexia for teachers of English as a foreign language. Self-study course. Erasmus Project.

2. https://www.futurelearn.com/courses/dyslexia DYSLEXIA AND FOREIGN LANGUAGE TEACHING LANCASTER UNIVERSITY By Lancaster University.

Page 3

IncLDE Teachers

Agenda Time: 2 hours Facilitator: Martina Matejas, MEd Expected Number of Participants: 10-15 Activity (Outline)

Estimated time

Method

Resources

Welcome

5 min.

Facilitator explains her Website role and framework of the inclde.weebly.com workshop.

Learning objectives: 1. Understand how dyslexia affects EFL learning 2. Be able to explain main indications of dyslexia to colleagues 3. Prepare to observe students who show signs of LDs

5 min.

Provide overview and housekeeping.

inclde.weebly.com

Warm-up and introductions: Survey on your beliefs about dyslexia

10 min.

Participants complete an online live survey about dyslexia

Menti.com

Dyslexia myths and realities - Theories - Fact Sheet

20 min.

In pairs, participants try to find the proofs that negate the myths.

Then they share their part of the knowledge.

Article extracts, Basic Fact Sheet

Whole group contribution, Drawing and writing on the board, Capture image and post online

Teaching the Brain to Read, extracts Internet research White board

Exercise: Which other 15 min.

Special Learning Differences most commonly occur with Dyslexia?

Objective: Create an overview of the characteristics of the most commonly co-occurring specific learning differences and provide an insight into how they might affect language learning

Page 4

Workshop 1: Understand and Recognize

Break: 15 min

Activity (Outline)

Estimated time

Method

Resources

Exercise: design an infor- 15 min. mation sheet (Infographic) about dyslexia for your colleagues and/or parents Objective: understand how dyslexia in EFL manifests and why

Small groups: each group creates one segment of the Infographic.

Present work briefly.

Website inclde.weebly. com

Early warning signs and 15 min.

Child Observation Chart There are certain signals teachers pick up upon and use them as evidence when talking to the principal or teacher coordinator.

After 5 min of reading, participants form pairs and think about three ideas how to change their practice. They pitch these ideas in groups of 4 (to each other) and give feedback.

Early warning Signs COC

Closing Share experience and memorable moments, comment on the ideas from the previous activity

15 min.

Create a summary of observation points in a form of Observation Info Sheet (Facilitator takes notes as a Mind Map and makes it available on the website for view or download).

Answer questions and queries.

Open group discussion Mindmeister.com inclde.weebly.com

Training Evaluation Feedback Next Steps

5 min.

Encourage teachers to observe their students and take action.

Point out further reading and online support Share end of workshop survey.

inclde.weebly.com Microsoft Form

NOTICE The information in this document is designed to be used by the workshop participants and facilitators.

IncLDE reserves the right to change the segments of the workshop under circumstances such as, but not limited to, less time available, significantly increased or decreased number of participants, non-availability of technical equipment at the venue. All the pertinent material will, however, be available digitally.

Page 5

IncLDE Teachers

Who is this workshop for?

This workshop is one of four in the series about teaching English as a Foreign Language (EFL) to Moroccan students with dyslexia.

It is ideal for Elementary and Secondary school English teachers. It can also be beneficial for High School teachers as well as young trainee teachers who have just graduated.

The workshop is an introductory level, hands-on experience aiming to give a general perspective on the issue of having one or two students in a classroom who have dyslexia or other dys-constellation Learning Difference.

Participants are not required to do any work prior to or after the workshop, but they are invited and encouraged to. They are neither required to attend all workshops in any particular order, but they will get a fuller and deeper understanding and more functional tools if they do.

Apart from the workshop, there is an eightweek blended course on similar topics, where atendees will have assignments, read literature, take quizzes, and create a project.

The course is a more comprehensive opportunity to create activities and put into practice what is being learned.

Page 6

Workshop 1: Understand and Recognize

About the instructor

Martina Matejas has a Master’s Degree in Education (English Language and Literature) and over ten years of teaching EFL experience. She specialized in teaching to students with reading difficulties and online teaching.

Her interests are predominantly digital - creating activities and learning material which is multi-sensory and audio-visual, as well as captivating. Some examples are: mind maps, quizzes, vocabulary study sets, comic books, and videos.

She has been living in Kenitra sice 2016, working at ALC as a teacher and administrative assistant. She speaks French and Arabic, as well as Swedish and a bit of Italian. Her mother tongue is Croatian.

Apart from being an English teacher, Martina is a part-time yoga teacher and a massage therapist. She likes art and design, and her favorite hobby is knitting.

You can contact her via the website inclde.weebly.com, or by email inclde.maroc@gmail.com, and follow her writing on Medium.com.

Page 7

IncLDE Teachers

@grif fin _

nt i a p

s

ďƒźTeachers This study material has been developed for the purpose of Workshop on EFL activities for students with dyslexia. The activities have been developed for the Moroccan EFL lessons. Creative commons attribution licence applies.

Morocco, 2020

Page 8

Different Learning in English