DYSLEXIA FOR TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE

Short summary

The project was an international cooperation of Poland, Hungary, United Kingdom, Czech Republic, Germany and Austria within the Lifelong Learning Program.
The project aimed to reinforce support for dyslexic students in mainstream education through foreign language teacher training on inclusive classroom practices with dyslexic foreign language learners. It addresses a gap in the field of English language teacher training where the awareness of the special educational needs of dyslexic students are often not given sufficient attention. The DysTEFL teacher professional development course provides both a solid theoretical foundation about the nature of dyslexia and practical suggestions for classroom teaching, task and curriculum design, and assessment.
The course is unique in its focus on dyslexic language learners, in its approach to teacher training and in providing freely downloadable booklets and a complete set of self-study materials with a wide repertoire of useful teaching methods, techniques and tools.

The Erasmus+ (Cooperation for innovation and the exchange of good practices, Key Action: Strategic Partnerships addressing more than one field) DysTEFL2 project was the continuation of the DysTEFL project. DysTEFL2’s objectives followed from the ideas we put forward in the DysTEFL project and involved the exploitation of the DysTEFL’s outcomes, namely the DysTEFL course. Its main objective was to promote an effective approach to teacher training which reflects the latest pedagogical principles in teacher education. Our aim was to share good practice developed in the DysTEFL project, to update and popularise the DysTEFL teacher professional development course and to conduct face-to-face and online training course for EFL teachers.

Impact of measures taken

The projects resulted in positive and long-lasting effects on people directly and indirectly involved in its activities, namely: project partners (participating institutions),teacher trainers, EFL pre- and in-service teachers, teacher training institutions, and, last but not least, dyslexic foreign language learners. Innovative, good practice was transferred and implemented at European level. The projects promoted a cross-sectoral cooperation, produced outputs which will be relevant for the field of school education and higher education. The projects used innovative teaching approach in terms of pedagogy (reflective practice and critical thinking, task-based approach, personalized learning approaches, collaborative learning) and tools (use of Information and Communication Technologies - ICT, open educational resources – OER, flexible learning, face-to-face, blended, e-learning courses, MOOC) to EFL teacher training. The projects provided new learning opportunities, skill development possibilities and recognition of learning outcomes (certified courses) for EFL teachers to help them gain necessary competencies required to work with dyslexic foreign language learners. One of the project’s achievements that exceeded initial expectations was the number of EFL teachers who were interested in participating in the courses offered, including all modes – face-to-face, on-line self-study and distance learning. DysTEFL course materials (online self-study platforms; pdf files with books) are available at www.dystefl.eu.

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Target group of good practice:

Teacher

Country:

Poland

Author:

Joanna Nijakowska

Institution:

University of Lodz, Faculty of Philology, Department of Pragmatics

Institution Website:

www.dystefl.eu

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