English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Abstract

This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between‐country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL and dyslexia as this was confirmed across the three countries.

The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English

“…By means of comparing NA 1 and NA 3, it is possible to observe the disappearance of the need of teaching English pronunciation to dyslexic students (3%) that is present in NA 1 and absent from NA 3. This finding provides indirect support to the study conducted by Nijakowska, Tsagari, and Spanoudis (2018), who have found that typically primary school EFL teachers experience insufficient awareness of young EFL learners with dyslexia. Judging from the present data, the participants' awareness and professional needs associated with dyslexic EFL learners appear to change from epiphenomenal (3%) in NA 1 to non-existent in NA 3.…”

“…There is a growing body of current research literature on NA in different EFL contexts that are associated with primary schooling (Barrios-Arnuco et al, 2018;Kabilan & Veratharaju, 2013;Kang, 2018;Nieman & Hugo, 2010;Nijakowska, Tsagari & Spanoudis, 2018;O'Sullivan, 2003;Tzotzou, 2014;Walker, 1999;Zein, 2017). In the literature on NA in primary school contexts, it seems possible to identify several research themes associated with NA that focus on (i) the use of the English language in an EFL classroom (Nieman & Hugo, 2010;O'Sullivan, 2003;Tzotzou, 2014;Walker, 1999), (ii) professional development of in-service EFL teachers (Kabilan & Veratharaju, 2013;Zein, 2017), (iii) EFL learners with special needs in an EFL classroom (Nijakowska, Tsagari, & Spanoudis, 2018), and (iv) the needs and challenges experienced by pre-service primary school EFL teachers (Barrios-Arnuco et al, 2018;Kang, 2018).…”

“…The topic of primary school teachers' willingness and preparedness to include dyslexic learners into an EFL classroom is examined by Nijakowska, Tsagari, and Spanoudis (2018). The authors report that statistically significant effects are observed in relation to the teachers' training and previous experience with dyslexic EFL learners.…”

“…The authors report that statistically significant effects are observed in relation to the teachers' training and previous experience with dyslexic EFL learners. Nijakowska, Tsagari, and Spanoudis (2018) indicate that the needs of those primary school teachers who have to teach English to dyslexic EFL learners are associated with the teachers' preparedness to successfully include these learners in an EFL classroom. Additional facets of the NA that have been discovered by the authors involve the need for professional training in EFL and dyslexia.…”

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

“…Another reason for the appropriateness of data was the approximately normal distribution for the composite score data. These analyses can actually trigger the discussion on how different demographic variables (e.g., level of education, teaching experience, type of school teachers work at, age, gender) influence the beliefs of EFL teachers about their preparedness to include dyslexic EFL learners across three countries, that is, Greece, Cyprus and Poland (Nijakowska et al, 2018).…”