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Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective

Dislexia en un contexto global: una perspectiva translingüística y transcultural

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URI: http://hdl.handle.net/10818/50841
Visitar enlace: https://laclil.unisabana.edu.c ...
ISSN: 2011-6721
DOI: 10.5294/laclil.2020.13.1.6
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Author
Maunsell, Matthias
Date
2020
Abstract
Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia.
Keywords
Dyslexia
Learning disabilities
Teacher training
Teacher education
Inclusion
International dyslexia
Multilingualism
Culture
Ubication
LACLIL, 13(1), 92-113
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  • LACLIL > Vol 13, No 1 (2020): Apoyo a los estudiantes de idiomas con discapacidades en el aula de ELT [6]

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