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ERIC Number: EJ1450400
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1467-5986
EISSN: EISSN-1469-8439
Students with Dyslexia and Bilingual Students: Teachers' Beliefs and Attitudes on Meeting Their Needs
Christina Biza; Aretousa Giannakou
Intercultural Education, v35 n6 p610-634 2024
This study explores how teachers perceive the distinct educational needs of bilingual students and students with dyslexia in formal education. Bilingual students with a migrant background often face learning difficulties due to challenges in academic language skills. In the Greek context, it has been observed that teachers may misinterpret these difficulties as dyslexia, which results in bilingual students being expelled from mainstream classes and (mis)placed in specialised education classes intended for students with learning disorders. The current research investigates teachers' awareness and understanding of this phenomenon, specifically focusing on the tendency to misidentify language-related challenges in bilingual students as dyslexia. The study reports on 123 secondary school teachers' beliefs and attitudes regarding the relationship between bilingualism and dyslexia. Based on our findings, the teachers generally refer bilingual students with a migrant background to special education settings without proper substantiation because of their own inefficiency in handling bilingualism in the classroom. The findings suggest the necessity of reorienting relevant educational policies and offering adequate training to teachers on both bilingualism and dyslexia.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A