Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective
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| Title: | Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective |
|---|---|
| Language: | English |
| Authors: | Maunsell, Matthias (ORCID |
| Source: | Latin American Journal of Content and Language Integrated Learning. Jan-Jun 2020 13(1):92-113. |
| Availability: | Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Dyslexia, Contrastive Linguistics, Cross Cultural Studies, Cultural Differences, Second Language Learning, Multilingualism, Cultural Pluralism, Inclusion, Educational Practices, Teaching Methods, Faculty Development, Educational Needs, Literacy Education |
| ISSN: | 2011-6721 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1279057 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2011-6721 |
