“You Learned The Language Without Even Realising”: Resilience And Challenges Of Second-Language Learning For Learners With Dyslexia In Immersion Education
Keywords:
Educational resilience, dyslexia, immersion education, second language learningAbstract
Learners with dyslexia can experience challenges in second language (L2) learning, given how their brain interprets language and processes vocabulary. This study explored the experiences of learning Irish as an L2 in Irish-medium (IM) and English-medium (EM) primary schools in the Republic of Ireland. Semi-structured interviews were conducted with four young adults (undergraduates, aged 19-22) with dyslexia who reflected on their L2 Irish language learning experiences in primary school. The findings indicate similar experience for learners with dyslexia in IM schools and EM schools. The experiences of these learners as they engaged with L2 learning was nuanced, including cognitive and emotional challenges as well as strengths across language learning, such as the use of decoding strategies. The findings highlighted the importance of educational resilience - positive attitudes towards, and personal identification with, the Irish language. Perseverance was also important trait within these learners, as it helped them to learn and engage with the L2 despite the language and literacy challenges that dyslexia can bring.
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