Modern Foreign Languages

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Modern Foreign Languages – Supporting Dyslexic Students

Introduction

Learning a Modern Foreign Language (MFL) can present particular challenges for students with dyslexia, as these subjects often rely on auditory memory, accurate spelling, vocabulary recall, and understanding grammar rules. These areas can be more demanding for dyslexic learners. However, with the right support, students with dyslexia can thrive and develop meaningful communication skills in the target language. By incorporating multisensory techniques, scaffolding, and Universal Design for Learning (UDL) principles, teachers can make language learning more accessible, engaging, and inclusive for all.

Key Areas to Support Learning

  • Support with spelling and decoding strategies for unfamiliar words in the target language.
  • Approaches to strengthen vocabulary recall and understanding of verb conjugations.
  • Scaffolding to build confidence with grammatical structures and sentence construction.
  • Techniques to improve oral and written fluency.
  • Strategies for developing listening comprehension, especially with varied speech rates and accents.
  • Reinforcement and visual supports to aid retention and application of gender, tense, and agreement rules.

Practical Teaching Strategies

  • Break vocabulary into meaningful chunks: Group words by theme, colour-code gender, or use visual categories (e.g. food, family, places). Teach word families or root-based connections across languages.
  • Use choral repetition:  Get all of the students to repeat pronouncing a new word after you in unison to provide a low-stakes practice environment.
  • Provide writing frames or sentence starters:  Use templates for common tasks like describing a person, writing a postcard, or answering oral exam questions.
  • Incorporate multisensory learning: Use actions for verbs, songs for grammar rules, vocabulary flashcards with images, physical games (e.g. matching activities), and real-life objects for vocabulary reinforcement.
  • Apply Universal Design for Learning (UDL): Offer multiple formats for listening and speaking tasks (e.g. audio, video, subtitles), and different options for showing understanding (e.g. drawing, matching, digital posters). Allow choice in task formats, such as oral recordings instead of written tests.
  • Use assistive technology: Text-to-speech tools for reading tasks, voice-to-text apps for writing, and audio tools for practising pronunciation. Language-learning apps (e.g., Duolingo, Memrise) can reinforce vocabulary and grammar in accessible ways.
  • Model exemplar responses and speaking tasks:  Record short model dialogues or sample exam answers. Scaffold oral preparation using visual prompts and speaking grids.
  • Use repetition and retrieval: Regularly revise vocabulary and grammar rules through retrieval games, self-quizzing, and spaced repetition tools like Quizlet.
  • Teach spelling patterns and memory strategies: Use mnemonics, rhymes, and visual aids to remember irregular words or conjugation endings.
  • Chunk longer tasks: Break down writing assignments or oral presentations into smaller stages (e.g., plan → draft → speak → revise). Offer support at each step.
  • Teach spelling and memory strategies:  Use mnemonics, rhyming patterns, and repetition to help students remember difficult spellings and rules
  • Incorporate group work:  Give students the opportunity to do Think-Pair-Shares with their peers to provide cooperative learning experiences in a supportive environment , assign clear roles (e.g. speaker, researcher, scribe, time-keeper).
  • Support speaking and listening: Allow extra time for oral tasks, provide transcripts for listening exercises, and use slowed audio when needed. Encourage quiet practice with voice recorders or apps before speaking aloud in class.

Tools & Resources

Contact & Support

  • Use your school’s Student Support File to personalise learning goals and supports.
  • Liaise with your school’s AEN / SEN Coordinator for additional adjustments or accommodations.
  • Dyslexia Ireland:  www.dyslexia.ie 
  • National Council for Special Education (NCSE):  www.ncse.ie

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