ESL Teachers’ Experience in Teaching Pupils with Dyslexia in Mainstream Classrooms

Manisah Mohd Ali,Khazriyati Salehuddin,Suhana Ahmad

doi:10.4236/ce.2018.914158

Abstract

In Malaysia, pupils with dyslexia mostly learn English as a second language (ESL) in mainstream classrooms together with other children. It is known that language learning is the biggest struggle for pupils with dyslexia and learning ESL is even more challenging for them. This paper aims to explore three ESL primary school teachers’ experiences in teaching pupils with dyslexia, particularly the challenges they encounter as well as the strategies they use to assist them in the teaching and learning process. In-depth interviews were conducted with the teachers for the data collection. The findings show that those ESL teachers find it challenging to teach pupils with dyslexia and they are lacking effective teaching methods to apply in the classroom to support the students. Several recounts of teaching experiences show that ESL teachers need more support in terms of training and professional development to ensure literacy skills mastery among pupils with dyslexia.

Highlights

Individuals who do not master a second or foreign language in today’s world are not competitive enough in the job market and this may even affect their personal life
This paper aims to explore three English as a second language (ESL) primary school teachers’ experiences in teaching pupils with dyslexia, the challenges they encounter as well as the strategies they use to assist them in the teaching and learning process
The findings show that those ESL teachers find it challenging to teach pupils with dyslexia and they are lacking effective teaching methods to apply in the classroom to support the students

Summary

Introduction

Individuals who do not master a second or foreign language in today’s world are not competitive enough in the job market and this may even affect their personal life. Some children experience specific learning difficulties in relation to language learning such as dyslexia. This condition makes it harder for them to learn and master a second or an additional language. It is essential to examine the process of language acquisition for pupils with special needs, there are still very few studies focusing on pupils with dyslexia. Previous recent studies in this area have focused on teachers’ understanding and awareness of dyslexia (Worthy, Dejulio, Svrcek, Villarreal et al, 2016) and quantitative in nature (Bell, Mcphillips, & Doveston, 2011)

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