‘Dyslexia-friendly’ approaches in the teaching practice of Croatian English as a foreign language (EFL) teachers listening comprehension tests

Kałdonek-Crnjaković, Agnieszka; Fišer, Zrinka

doi:10.17234/uzrt.2016.12

Cited by 2 publications

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“…The participants in the project were eight primary and eight secondary school EFL teachers working in mainstream state-financed schools in four regions in Croatia. Some findings have been reported based on the data collected in lesson observations and a semistructured interview (Kałdonek-Crnjaković & Fišer, 2017).…”

Section: Methodology Background Informationmentioning

confidence: 99%

Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

Kałdonek-Crnjaković

Fišer

2021

JLE

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How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.

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Section: Methodology Background Informationmentioning

confidence: 99%

Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

Kałdonek-Crnjaković

Fišer

2021

JLE

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“…W rezultacie doprowadza to do niskiego poziomu samooceny skuteczności w zakresie uczenia języka obcego takich uczniów i wdrażaniu praktyki włączającej (Fišer, 2019;Kormos, Nijakowska, 2017;Nijakowska, Tsagari, Spanoudis, 2018). Z drugiej jednak strony zaobserwowano, że nauczyciele tworzą na swoich zajęciach włączające środowisko uczenia się (Kałdonek-Crnjaković, Fišer, 2017;Kormos, Csizér, Sarkadi, 2009) oraz implementują podejścia rekomendowane w literaturze w nauczaniu uczniów ze specyficznymi trudnościami w uczeniu, a ich nauczanie cechuje się refleksją w odniesieniu do indywidualnych mocnych i słabych stron uczniów. Jednak ta praktyka jest mocno oparta głównie na intuicji, co może prowadzić do braku skutecznego monitorowania podjętych decyzji pedagogicznych (Fišer, Kałdonek-Crnjaković, 2022).…”

Section: Wiedza Umiejętności I Postawy Nauczycieli Języków Obcych W K...unclassified

Special educational needs – self-reported beliefs about knowledge, skills and attitudes of future foreign language teachers before and after a summer school

Stasiak,

Kałdonek-Crnjaković,

Molska

2024

Neofilolog

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The study involved students of the Faculty of Modern Languages at the University of Warsaw (FML UW), who attended a course within a summer school (SL) on special educational needs in language education. The study aimed to observe the changes in participants’ knowledge and skills in the area of special educational needs (SEN), as well as their attitudes towards teaching students with dyslexia, attention-deficit/hyperactivity disorder, and on the autism spectrum. The second aim of the study was to check the participants’ satisfaction with the SL organization with the view of continuing this initiative at FML UW. Data were collected using a pre- and post-questionnaire with closed- and open-ended questions and post-SL interviews. Data were presented using descriptive and interferential statistics. Interviews were transcribed and coded thematically in the scope of the research questions. Findings showed that SL was a successful initiative. The participants gained knowledge and skills at a significant level (p < 0.05). The participants believed that teaching students with SEN was challenging but they remained uncertain whether working with students with SEN was stressful. The participants reported a significantly more satisfactory attitude after the SL. Pedagogical implications of the findings are discussed considering the agency and well-being of language teachers.

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‘Dyslexia-friendly’ approaches in the teaching practice of Croatian English as a foreign language (EFL) teachers listening comprehension tests

Cited by 2 publications

References 0 publications

Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

Special educational needs – self-reported beliefs about knowledge, skills and attitudes of future foreign language teachers before and after a summer school

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