RT Generic
T1 Dyslexia: the challenges and accomplishments in teaching English as a second language
T2 Dislexia: os retos e logros na ensinanza do inglés como lingua estranxeira
T2 Dislexia: los retos y logros en la enseñanza del inglés como lengua extranjera
A1 García Sierra, Sofía María
K1 English as a Foreign Language (EFL)
K1 Dyslexia
K1 L2
K1 Spanish Educational System
AB In the Spanish Educational System, the study of a second language is compulsory since Pre-School. Most schools in the country have English as the second language instructed among centres. Nevertheless, given the differences with their mother tongue, such as spelling and pronunciation, English can seem complex for students. Still, nothing compared to the difficulties faced by studies with dyslexia. According to the DSM-5-TR (2022), dyslexia is a learning disability characterised “by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities”. Consequently, teaching an L2 to those with difficulties with their L1 can become difficult for educators. The characteristics of the disability will help find better methods for students with dyslexia; in other words, studying the differences between people with dyslexia in Spanish and people with dyslexia in English will give us some insight into how the difficulties reflect so that we can assess them properly. Parallel to that, by looking at Spanish and British teaching approaches for children with dyslexia, we can see the student’s needs and the significant problems they face. Understanding the above is crucial to the paper’s central theme:  teaching dyslexic children a second language.  By studying the current methods used in Spain to teach English as a second language to children with dyslexia, we intend to show the advantages and disadvantages of each technique used nowadays and the challenges and accomplishments the students and educators could encounter in the process. Therefore, the main objective of this paper is to show how dyslexia can affect the learning process not only in their mother tongue but also in a second language. In addition, we intend to illustrate how the structure of the Spanish Educational System and the currently available methods and strategies could imply challenges for children with dyslexia
YR 2023
FD 2023
LK http://hdl.handle.net/10347/31205
UL http://hdl.handle.net/10347/31205
LA eng
NO Traballo Fin de Grao en Lingua e Literatura Inglesas. Curso 2022-2023
DS Minerva
RD 22 abr 2026