Abstract
This chapter draws from a wider study which investigated the process of developing inclusive classrooms for dyslexic primary pupils who learn English as a Foreign Language (EFL) in state schools in Greece. Three English language teachers worked collaboratively with the researcher in selecting and applying practices specially designed for the inclusion of dyslexic learners. The educational context, along with the limited training that the EFL teachers had received on dyslexia, resulted in mixed responses. In addition, a variation of inclusive developments was observed in the classrooms where the study was conducted. The chapter concludes with the suggestion that more training and support for English language teachers in Greece is needed so that they are enabled to support dyslexic EFL learners. Results from the study also demonstrate that inclusive developments in EFL classrooms in Greek state schools are limited. This has a negative impact on EFL teachers’ confidence and motivation to support learners with dyslexia.
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