REPÚBLICA BOLIVARIANA DE VENEZUELA

UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR

INSTITUTO PEDAGÓGICO “RAFAEL ALBERTO ESCOBAR LARA”

LENGUAS EXTRANJERAS

The Effects of Dyslexia in the Teaching of Foreign Languages in Venezuelan

Secondary Education during the Covid-19 Pandemic

Autor(s):

Carmen E. Santamaría S. 29.554.000 Sec.001

Tomás Velazque 26.713.027 Sec.002

Maracay, November 28th 2022

 Introduction

Dyslexia is a learning disorder that is characterized by difficulties in reading and

writing presented by those who suffer from it. According to the International Dyslexia
Association (2002), this is a specific learning difficulty that has its origin in the
neurological system and that is distinguished due to the deficit it presents for the
recognition of written words, as well as problems in reading and spelling. In other words,
this disorder considerably affects the development in various areas of those who suffer
from it, especially in relation to the educational field.

Likewise, it is important to mention that dyslexia is present in a considerable

proportion of the student population, as indicated by Tamayo Lorenzo (2017), stating that
between 5 and 15% of students at various levels of instruction suffer from said disorder,
numbers which may vary depending on the measuring instrument used. However, many
institutions and schools worldwide lack specialized care programs. What’s more, the
Andalusian Association of Dyslexia, ASANDIS, in its general guide on dyslexia (2010)
recognizes these factors in the form of consequences, some of which are: loss of
motivation, poor grades and, in the worst scenario, school dropout.

On the other hand, the teaching of foreign languages has been present at the
different levels of instruction for quite some time, being compulsory in the secondary and
diversified education cycles, or high school. In this order of ideas, Johnson (2018) points
out that learning a foreign language can lead to great difficulties for students suffering from
dyslexia, which could include an inability to recognize and associate elements in the
reading-writing processes and oral production, and even when memorizing new words and
concepts.

In another order of ideas, the Covid-19 pandemic has radically changed the way
human activities are carried out worldwide, its effects can be seen in many fields, including
education. The abrupt transition from face-to-face education to distance education has
notably affected the educational system at all levels, harming a large part of the student
population worldwide.
 That is why the teaching of foreign languages, which takes place during the five
years of secondary education in Venezuela, has also had to adapt. Although there are
studies focused on the consequences of distance learning in the country, there is not enough
information focused on students with learning difficulties, specifically dyslexia. Based on
these reflections, the question arises:

Does dyslexia have effects on learning a second language within distance

education?
 Content

Background researches

In order to enrich and support the current monograph, various sources directly or
indirectly related to the subject of study were consulted and that the authors consider
significant for the process carried out.

Among the background that can be found to the investigation, within Latin
America, reference is made to the author Alexandra Pérez Velázquez. Her methodological
proposal: "Methodological strategies to work on functional dyslexia in children in the 4th
year of basic A of the Agustín Crespo Heredia Educational Unit" (2017) was carried out in
Cuenca, Ecuador and was born from the needs observed in the classroom, seeks to provide
work strategies that can be implemented to help students with dyslexia.

That is why the study includes the theoretical-methodological references that

support dyslexia, likewise, it seeks to determine the symptoms of dyslexia in a
contextualized way and finally has the objective of establishing elements to integrate within
a methodological proposal that attends students with dyslexia.

To do this, three dyslexic students in the 4th year of elementary school were
studied, interviews were conducted with both teachers and parents, in the same way the
hypothetical-deductive method was used, the collection of data through diagnostic tests.
This work is relevant in this research since its conclusions regarding strategies for students
with dyslexia can be taken as a reference.

On the other hand, it is worth mentioning another relevant precedent, the study
carried out by Anaguano Pérez, Vega Tomalá and Marriott Toledo. Under the title of
"dyslexia in the teaching of English as a foreign language: a look from the present", and
published in the CONRADO Pedagogical Magazine of the University of Cienfuegos, Cuba,
in volume 13, number 59 (2017). The research focuses on defining dyslexia from a
pedagogical perspective and seeks to pragmatically explain how this disorder affects the
learning of a foreign language, in this particular case, English, information widely related to
the theme developed within the present research.

It also addresses some of the factors that can make it more or less difficult to
successfully learn a new language. And it emphasizes that the creation of new mental
structures can be a complete challenge for dyslexic people, both intellectually and even
emotionally.

Similarly, the authors suggest a series of activities that can be carried out in order to
optimize the process of teaching a foreign language to students with dyslexia. Among these
recommendations are:

- Didactic use of Anglophone films in their original language, so that students can
relate its audio with the information they can obtain when reading the subtitles or
dialogues.

- Reading different texts in the foreign language with the assistance of a vocal
synthesizer; performing various activities that allow generating associations between
meanings and signifiers (Saussure, 1916), such as memory games or flashcards with images
and concepts.

- Use of digital apps, websites and online games to reinforce the writing and
pronunciation of words learned in class, among others.

Theoretical framework

Dyslexia

Dyslexia is a common neural disorder that affects language skills, which is why it is
considered a learning disorder. Dyslexia has a special influence on the development of
speech, writing and reading. But it can also affect some reasoning skills, interpretation,
memory, orientation, content acquisition and more.
 This disorder affects a large part of the general educational community, and it is
common for students with difficulties in learning their mother tongue to present the same or
worse problems in learning a second language.

Erika Di Francesco (2017), points out that according to data from the University of
Florence, 5% of the student population is dyslexic, 1 in 20 students has this disorder. 1.41%
in high school, 7.19% in technical high school and 10.59% in secondary and professional
school.

This disorder presents an added difficulty to the learning process of L.2, especially
when it is not diagnosed in time, favoring the development of negative feelings in the
student such as frustration and anxiety when trying to learn the second language, forcing
the teacher to modify and alter the previous methodology and planning to adapt to the
student with this problem.

Dyslexia is commonly studied by psychologists, pedagogues, psycho pedagogues

and other specialists along with other difficulties such as P.D.D. "pervasive developmental
disorder" or A.D.D. "Attention deficit disorder"

Social Learning

One of the psychological theories of learning that is largely related to the theme
presented is that of social learning by Albert Bandura and Richard H. Walters from 1963,
which indicates that the cognitive process called learning takes place in a social
environment. And it occurs through observation and direct instruction and takes place even
without the need for motor response or reinforcement.

In the field of foreign language teaching, this theory is widely accepted and
disseminated and, as Álvarez (2015) explains, it is based on the fact of observing those
behaviors and responses to certain situations and, based on this, the student will recreate
such behaviors (or knowledge) as their own.
 When learning a second language, this is essential, since the learning process
requires constant and even methodical interaction in its first instances. Álvarez also points
out that learning another language, in his particular case, English, begins with the
observation and repetition of previously established patterns, thus understanding the
vocabulary and its particular pronunciation, and the grammatical structures that make up
the language. Therefore, if the teacher gives students the opportunity to observe the
responses generated in specific situations, either by formulating a specific question, they
will then be able to deal with similar situations.

Likewise, Brown (1994) suggests that teachers should promote contextualized

learning experiences with which to meet the needs of students, as well as their interests and
motivations, so that the pedagogical practice is consistent and presents a current approach
on the teaching of foreign languages, as well as learning theories.

On the other hand, finding students with dyslexia can present problems when
developing the process of teaching a foreign language. As Anaguano Pérez (2017) states in
an article for the magazine "Special Educational Needs and Technology in the Teaching-
Learning of English", dyslexia not only affects the literary skills of students in their mother
tongue; but also the learning of any other foreign language.

Although the author indicates that it is common for teachers to have uncertainty and
concern when a situation of this nature arises due to misinformation, this does not imply
that the educational process cannot be carried out satisfactorily, both for students suffering
from dyslexia, as for the others present in the class. Among the approaches covered,
Anaguano mentions that one of the most appropriate ways to carry out the teaching of a
foreign language to students with dyslexia is through constant interaction, both with the
teacher and with their classmates, as well as, possessing appropriate role models so that
they can cover through imitation any deficit or difficulty presented in areas such as reading
and writing.

Curricular adaptation and distance education

 Among his recommendations, Pérez Velázquez (2017) points out that students with
dyslexia should be stimulated and motivated, creating a safe environment that reinforces
their self-esteem and includes ICTs within the educational process. Although these
conclusions were made before the pandemic, and the context in which the use of
technology is suggested differs from the current one, this does not mean that the use of
ICTs ceases to be beneficial for students with learning difficulties. With proper
contextualization, the technological tools of distance education can be an ally when
teaching foreign languages to students with dyslexia

This position is shared by the Andalusian Association of Dyslexia (2010), which

points out that the necessary adaptations for students with dyslexia can be divided into three
types:

a) Offer alternatives to teaching through the written text, for example, through the
auditory or visual channel

b) Provide them with computer resources and assisted technology that already exists
at the moment.

e) Increase the time required to do certain tasks that involve written language, such
as exams. (p.49)

In the first place, distance education facilitates the implementation of alternatives to

written media, the use of multisensory stimuli (such as audiovisual media) favors learning.
Thus, within the teaching of foreign languages, there are numerous tools that allow the
student to interact with the language in a dynamic way, some examples can be named:
YouTube, audiobooks, podcasts, virtual meetings through Zoom and Google meetings,...
Like the audios and videos that can be sent by teachers through communication channels
such as WhatsApp, Telegram and Google Classroom. These examples are born from
experiences during the development of distance academic activities in Venezuela.

Similarly, information and communication technologies simplify the educational

process, as is the case of the Word spell check tool when writing, or the option of recording
classes for later consultation on platforms such as Zoom and Google meetings. There are
also applications and programs that allow you to listen to written texts as well as transcribe
them.

Oral evaluations are recommended, but if a written evaluation is required, it must be

announced in advance so that the student has time to prepare, in the same way, the time
periods for carrying out the same must be lengthened (ASANDIS, 2010 ). These
considerations must be taken into account both in the submission of work through email
and instant messaging networks as well as in the assignments of Google Classroom and
Google forms that usually have a limited time for their completion.
 Conclusion

It can be stated that dyslexia as a disorder in reading and writing has an effect on the
learning of foreign languages. If dyslexic students have difficulties with their native
language, these will be the same when learning a second, but this is not necessarily an
impediment to learning the same, with adequate support dyslexic students can master
another language.

It is clear that the pandemic and the implementation of the distance modality have
marked a radical change within education, as all great changes brought with them
advantages and disadvantages. Although it might be thought that, for students with learning
difficulties, in this case dyslexia, distance education is an even greater challenge and makes
their learning impossible, in reality within ICT there are a large number of resources that
can be used to make the process easier for them. These tools have even been recommended
since before the pandemic as complements and aids for teaching foreign languages to
people with dyslexia.

Although there is a big difference between using ICTs as companions in face-to-

face classes and using them as the main means during distance education, its benefits can
still be used by teachers. In order to take full advantage of ICTs, the teacher requires
flexibility and adaptation, paying special attention to the needs of students with difficulties.
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