Pregled bibliografske jedinice broj: 1182662
How much do I know, I need to know and I want to know about dyslexia? Moving forward with vocational training for EFL teachers in Croatia
How much do I know, I need to know and I want to know about dyslexia? Moving forward with vocational training for EFL teachers in Croatia // Moving forward: Challenges and Transitions / Abdulaal, Emma (ur.).
Oxford: British Dyslexia Association, 2016. str. 140-141 (poster, međunarodna recenzija, prošireni sažetak, znanstveni)
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Naslov
How much do I know, I need to know
and I want to know about dyslexia? Moving forward
with vocational training for EFL
teachers in Croatia
Autori
Kałdonek-Crnjaković, Agnieszka ; Fišer, Zrinka
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, prošireni sažetak, znanstveni
Izvornik
Moving forward: Challenges and Transitions
/ Abdulaal, Emma - Oxford : British Dyslexia Association, 2016, 140-141
Skup
Moving Forward: Challenges and Transitions. British Dyslexia Association 10th international Conference
Mjesto i datum
Oxford, Ujedinjeno Kraljevstvo, 10.03.2016. - 12.03.2016
Vrsta sudjelovanja
Poster
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
EFL, vocational training, dyslexia
Sažetak
The study included 15 teachers of English as a foreign language (EFL teachers) in all phases of compulsory education in Croatia. The aim of our research was to identify the knowledge and practice of EFL teachers in regard to teaching pupils with dyslexia, as well as their needs in this regard with the view of a future vocational training. The data were collected through class observation and a one-to-one semi-structured interview. The results have shown that EFL teachers in Croatia are familiar with specific learning difficulties, use some approaches which are recommended in teaching a foreign language to pupils with dyslexia, and are aware of some accommodations they can offer to their dyslexic pupils. Yet, their knowledge about how dyslexia affects foreign language acquisition and what teaching methods are recommended is incomplete and thus may affect their in-class practice. As a result, inconsistency occurs and individual learning needs of pupils with dyslexia are met only to a certain extent, which further may affect these pupils’ progress and attainment in the subject. The findings have also showed that EFL teachers wish more specific information regarding teaching a foreign language to dyslexic pupils, which is a call for a bespoke vocational training.
Izvorni jezik
Engleski
Znanstvena područja
Filologija, Interdisciplinarne humanističke znanosti
