Yabancı dil öğretiminde disleksi üzerine sistematik bir derleme: Türkiye'de İngiliz dili öğretimi sınıfları için kılavuz

Dyslexia has some characteristics which create difficulties associated with the written and auditory forms of language processing in the brains of individuals. The patterns of dyslexic learners during a language acquiring process are mostly different from non-dyslexic ones. Dyslexic individuals suffer from the literacy abilities not only in their mother tongues but also in their foreign language learning. Therefore, this mysterious cognitive difference needs explanations with evidence-based knowledge and must be relieved with the appropriate educational accommodations for dyslexic learners. In this regard, the characteristics and effects of this difference should be first understood by educators and then effective solutions should be found and put into action in the classrooms. International studies present a range of theories and practices especially for the relationship between learning a foreign language and dyslexia. However, this relationship has remained to be an unfamiliar research area in Turkey so far and studies generally focus on mainstream and special education of Turkish students. These studies mostly present the views and previous linguistic involvements of students who learned to read and write in their mother tongue. When it comes to foreign language education, there is no comprehensive study including an intervention to accommodate the language learning process of Turkish dyslexic students. In this case, the difficulties of these students are not well known and appropriate teaching methods cannot be provided. Therefore, reaching the needed roadmap is possible by examining the researches that have been carried out in the international literature. Thus, presenting an overall inspection on dyslexia and language learning context by searching the current studies to establish a deep understanding is aimed in this study. In this respect, this thesis conducted a critical review of related literature to unburden the students and teachers who suffer from the negative consequences of this diversity in a language classroom. A total of eighteen studies were identified and thematically coded. It has been found that studies mostly focus on the vocabulary and reading skills utilising Multisensory Structured Language (MSL) and Phonics Instruction activities to help the language acquisition process of dyslexic learners. However, these studies are found to be rare. Avenues of further research are proposed for the national EFL context.