| Abstrakt: |
Ability to read in an L2 is complicated because it involves not only the ability to read but also the knowledge of and the ability to use the second or foreign language” (Rolf & Glenn, 2016.). This difficulty is even more acute in our country, since there is no high awareness of dyslexia, and so far reading difficulties can be considered as laziness on the part of teachers or parents. Taking everything into account, it can be assumed that students with dyslexia remain in conditions of even less support in learning a second language - on the one hand, their difficulty is not assessed appropriately, and on the other hand, they are not properly supported in the learning process. Reading is a dynamic and complex process. In the process of reading, an adult is aware only of the content of what has been read, and the psychophysiological operations preceding it are carried out unconsciously, by themselves, automatically. (Learner, 1997). Reading skills develop with age and experience. At the very beginning we learn to read, and only afterwards we learn by reading. Therefore, reading is of great importance for the development of a person, and the lack of this skill automatically causes difficulties on the path of personal success. Delay, impairment in reading are synonymous and, according to ICD-10 (International Classification of Diseases) - F81.0 are identified as a specific reading disorder (dyslexia). (Gagoshidze, 2007) Dyslexia, regardless of the language we learn to read, is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (IDA, 2002). Research shows that these difficulties vary by age, language characteristics, and learning strategies, but they still apply to second language learning. Moreover, it creates even greater difficulties. The goal of the article is to explore the main difficulties of learning a second language for students with dyslexia and ways to overcome them. In general students with dyslexia, compared to typically developing students, read and write less when acquiring an L2, and their learning process is statistically slower in acquiring vocabulary and developing spelling. (Helland & Morken, 2016). Learning a second language can be especially challenging for primary school students with dyslexia, as they also have difficulty with phonological analysis, reading, and writing while learning their first language. On this issue a number of studies have been carried out abroad, although we do not have a similar study in Georgia on the difficulties of learning Georgian as a second language. Accordingly, the information given in the article is based only on international research. As part of the desk research, the processing of secondary information allowed us to familiarize ourselves with the research and experience of international organizations. I analyzed them and presented the main results of the research in an article on the problems of mastering reading in a second language and strategies to overcome them. Teachers can help students with dyslexia reach their language potential with the evidence-based strategies outlined in this article. It introduces the benefits of multilingualism and gives them the opportunity for future development. Creating such a positive and inclusive learning environment is essential for students with dyslexia to feel comfortable with the learning process, which in turn will increase self-confidence and motivation to learn. Recognizing these challenges is critical for teachers and education policymakers to help students with reading difficulties to learn Georgian language as a second language. [ABSTRACT FROM AUTHOR] |
