Teaching English Vocabulary and Dyslexia: Didactic Proposals for an Inclusive and Accessible Foreign Language Education

Abstract

The aim of this thesis is to plan activities adequate for both dyslexic and non-dyslexic students with the specific objective of teaching English vocabulary. After a brief review of the history of research on dyslexia, a comprehensive overview of the main explanatory hypotheses formulated about developmental dyslexia on different levels of analysis (cognitive, cerebral, and neurological) will be provided. Afterwards, the key aspects of foreign language vocabulary knowledge and the factors influencing its acquisition will be explored, while making specific considerations about the role of dyslexia. Subsequently, the principles of inclusive and accessible foreign language education will be outlined, accompanied by a selection of vocabulary teaching techniques recommended when dyslexia is involved. In conclusion, a practical realisation of what was discussed throughout the study will be presented in the form of two didactic proposals planned in compliance with the principles of inclusive and accessible education, and aimed at teaching English vocabulary for two different types of proficiency levels: elementary and intermediate students.