Dyslexia in the context of second language learning and teaching

The paper elucidates the complex nature of dyslexia, specifying the multiple levels of ex-planation of this phenomenon and indicating the causal relations be-tween them. It defines dyslexia, sketches the way it surfaces across languages, identifies the overlaps between the native and second/for-eign language learning, and out-lines the potential difficulties that dyslexic learners may encounter in second language learning. Finally, research referring to foreign lan-guage teachers’ preparedness to in-clude dyslexic learners in main-stream classes is discussed. An ac-count of the components of teacher preparedness is provided, includ-ing background knowledge on dys-lexia, self-efficacy beliefs about im-plementing inclusive instructional practices, and attitudes towards inclusion, which can be subject to change as a result of professional training. The paper stresses the pressing needs for the provision of appropriate and sufficient initial teacher training and continuing professional development opportu-nities for foreign language teachers in order to prepare them to appro-priately recognize and respond to dyslexic foreign language learners’ needs.