Dyslexia in German Schools: Modifying Foreign Language Instruction

Teachers in German secondary schools often do not receive instruction on how best to accommodate and modify their classes to fit the needs of dyslexic students. This presentation looks specifically at the case of foreign language teachers in German secondary education and strategies to address the lack of instructional modifications for dyslexic students as well as potential concerns about implementing those modifications. The sources that will be examined are articles and videos from educators, experts in the field of dyslexia in foreign language instruction, and communications to affected parents and students. I investigate the lack of modifications in instruction, what specific strategies are available to instructors to modify instruction, and how to reassure concerned parents. The lack of training for teachers in how to modify foreign language instruction for dyslexic students in German secondary education is harming dyslexic second language students, and dyslexia training for their teachers would be beneficial. By neglecting or ignoring the problems of some students, every student is harmed; addressing the needs of as many students as possible, in turn, benefits all. While many of the strategies recommended, such as utilizing explicit instruction, are increasingly utilized in both general education and special education, the ways that instruction must be modified to meet the needs of dyslexic second language students are not implemented completely enough. A better implementation would offer more space for these students to have a slower, more intensive learning process and encourage the development of their self-worth and motivation for learning