This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including:
- the assessment of multilingual learners
- the impact of dyslexia on bilingualism
- the literacy challenges facing learners from Indigenous cultures
- the role of the SENCO in identifying children with English as an additional language and Dyslexia
- the emotional needs of learners with bi/multilingualism and Dyslexia
This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.
Table of Contents
Foreword Tony Cline and Charles Hayne Section 1: Multilingualism, Literacy and Dyslexia: The Context 1. Introduction Gavin Reid and Lindsay Peer 2. Dyslexia and learning: theory into practice Angela Fawcett 3. Dyslexia, Bi/Multilingualism and Otitis Media (Glue Ear): A Sticky Educational Problem! Lindsay Peer 4. Dyslexia and Multilingualism: a critical perspective Deirdre Martin 5. Principles and guidelines in test construction for multilingual children Gad Elbeheri and John Everett 6. Multilingualism: The Role of the Psychologist in Assessment and Intervention Jenny Guise, Gavin Reid, Sionah Lannen and Colin Lannen 7. Language, literacy, identity and culture: Challenges and responses for Indigenous Māori learners Sonja Macfarlane, Te Hurinui Clarke and Angus Macfarlane Section 2: Planning Implementing Intervention 8. Language-based literacy interventions: Innovative practice in South Africa Elizabeth Nadler-Nir and Michelle Pascoe 9. Foreign language teacher training on dyslexia: DysTEFL resources Judit Kormos and Joanna Nijakowska 10. EAL, SEND and Dyslexia; the role of the 21st Century SENCO Abigail Gray 11. Findings from a Multilingualism Project Tilly Mortimer and Mim Hutchings 12. Dyslexia and Bilingualism: The Case of Children Learning English as an Additional Language Linda Siegel 13. Theory and practice in the support of young people and adults with English as an Additional Language and dyslexia, in further and higher education Sheena Bell and Emma Tudhope 14. Two Blingual Case Studies From A Specialist Dyslexia Practioner’s Perspective - Working In Germany Maya Jakubowicz Section 3: Planning and Implementing Intervention 15. Contradictions/dilemmas around differentiation in and out of class for students with dyslexia studying EFL Marie Rontou 16. Approaching Dyslexia and Multiple Languages Gilda Palti 17. The development of reading skills in children provided simultaneous instruction in two distinct writing systems Nandini Singh and Kate Currawalla 18. The emotional and mental health challenges of acculturation, multilingual stress and migration Richard Soppitt 19. Policy Considerations in Addressing the Needs of L2 Learners Who May Have Dyslexia Esther Geva and Yueming Xi 20. Neighbor Languages in Scandinavia in a Multilingual World Michael Dal Post Script Lindsay Peer and Gavin Reid
Lindsay Peer, CBE, is an educational and chartered psychologist, international speaker, author and expert witness. Her previously published titles with Routledge include Glue Ear, Dyslexia: Successful Inclusion in Secondary Schools and Introduction to Dyslexia.
Gavin Reid is an international consultant and psychologist. His previously published titles with Routledge include The Routledge Companion to Dyslexia, Assessing Children with Specific Learning Difficulties, Dyslexia and Inclusion, Addressing Difficulties in Literacy Development and Meeting Difficulties in Literacy Development.