Provision for students with dyslexia in EFL: an ethnographic case study

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3131 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3131 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3131 archive 4031 disk0/00/00/12/37 2010-12-08 19:05:08 2020-02-18 09:07:23 2011-07-19 16:31:47 thesis show 0 Rontou Maria Martin Deirdre University of Birmingham Provision for students with dyslexia in EFL: an ethnographic case study unpub LB LC PE LF 10col_socs English as a Foreign Language This study investigated the provision that students with dyslexia receive in Greek state secondary schools in EFL and if it corresponds with the Education Ministry’s policy on dyslexia. A study of the literature on dyslexia in Greece has shown that there is lack of teachers’ training on dyslexia and of teaching resources, collaboration between professionals and seminars for parents (Constantopoulou 2002; Arapogianni 2003; Lappas 1997). Taking a Vygotskian approach to learning, I apply activity theory (Engeström 2001) to understand and analyse the contradictions that inhibit the implementation of provision for students with dyslexia. This is an ethnographic case study involving audio recorded observations and interviews with two head teachers, three teachers, four students with dyslexia and their parents in two Greek state secondary schools. It also involves the collection of students’ work. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the lack of teachers’ knowledge and funding, the school timetable, the lack of inter-collegial collaboration and collaboration with parents and the inadequate diagnosis and school and Ministry’s policy. The analysis also shows how the participants try to resolve the contradictions by creating new objects and new tools through individual reflection. 2010-12 2010-07 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. full public 321 University of Birmingham School of Education d_ed na 2010-12 graduation