The Fundamental Role of the Native Language in Teaching English to Children with Dyslexia

By Irina Bakhshiian, Master Special Education Teacher, Independent Researcher, Russia

 

This issue of NASET’s LD Report was written by Irina Bakhshiian, Master Special Education Teacher, Independent Researcher, Russia. The article “The Fundamental Role of the Native Language in Teaching English to Children with Dyslexia” examines the impact of the first language onthe acquisition of a second language in children with dyslexia. It highlights how phonological awareness and lexical skills developed in the native language facilitate learning English and the importance of bilingual education and multisensory methods. The study confirms that preserving the native language strengthens cognitive functions and social integration, easing the mastery of the English language.

Abstract

The article “The Fundamental Role of the Native Language in Teaching English to Children with Dyslexia” examines the impact of the first language on the acquisition of a second language in children with dyslexia. It highlights how phonological awareness and lexical skills developed in the native language facilitate learning English and the importance of bilingual education and multisensory methods. The study confirms that preserving the native language strengthens cognitive functions and social integration, easing the mastery of the English language.

Keywords: native language, dyslexia, phonological awareness, bilingual education, multisensory methods.

Introduction
In the modern multilingual world, issues of bilingualism and second language learning are becoming particularly relevant. Special attention is paid to children with dyslexia, for whom learning a new language is both a challenge and an opportunity for development. The native language plays a key role in this process, serving as the foundation for acquiring new linguistic skills and concepts.
Research objectives:

1. To study the impact of the native language on the process of learning English in children with dyslexia.
2. To analyze the role of the native language in the development of phonological awareness and metalinguistic skills necessary for learning English.
3. To determine how multisensory methods used in teaching the native language can be adapted for learning English.

Research Objectives:

• Analyze theoretical works on bilingualism and dyslexia to identify the relationship between knowledge of the native language and learning English.
• Investigate how phonological awareness developed in the native language can facilitate learning English.
• Examine multisensory teaching methods used for children with dyslexia and their potential adaptation for learning English.
• Evaluate practical examples of using the native language in teaching English to children with dyslexia.

The Concept of Dyslexia. Types of Dyslexia.
Dyslexia is a neurological disorder that affects a person’s ability to read, write, and understand text. It is one of the most common learning disorders and often persists throughout a person’s life. Dyslexia affects people of all age groups, and its impact on education and professional activity is the subject of numerous studies. Types of dyslexia include:

• Phonological Dyslexia: This is one of the most common types of dyslexia. It is associated with difficulties in phonological processing of words, which affects a person’s ability to break down words into individual phonemes and combine them to form words. This can lead to difficulties in learning to read and write, as phonological processing is a key component of these skills. Sally Shaywitz, in her research, emphasizes that children and adults with phonological dyslexia may have difficulties learning and remembering letters and sounds, which complicates the process of decoding words during reading (Shaywitz, 2003). These difficulties are not related to the level of intelligence and can be overcome with specialized educational approaches and strategies.
• Surface Dyslexia: Also known as visual dyslexia, it is associated with difficulties in recognizing words by sight. This can lead to reading errors, especially when words have non-standard spelling or irregular pronunciation. People with surface dyslexia often can read familiar words but struggle with new or rarely encountered words. Maryanne Wolf in her book “Proust and the Squid” discusses how the brain learns to read and what problems can arise in this process, including surface dyslexia (Wolf, 2007). She points out that such difficulties are not a result of a lack of intelligence but rather are related to the peculiarities of visual information processing in the brain.
• Semantic Dyslexia: This is a rare type of dyslexia where a person may have difficulties understanding the meaning of words, even if they can read them aloud. This is related to the disruption of semantic processing in the brain, which is responsible for connecting words with their meanings. Colin Temple in his research describes cases where people with semantic dyslexia can read words and phrases but do not understand their meaning, especially when it comes to complex or abstract terms (Temple, 2006). This can lead to difficulties in learning and everyday communication.

The Importance of Mastering the Native Language as the Foundation for Learning a Second Language.
Mastery of the native language is a fundamental aspect of the process of learning a second language. This statement is supported by the interdependence hypothesis formulated by Jim Cummins (Cummins, 1979), which asserts that the development of skills in the first language contributes to the acquisition of skills in the second language. Thus, strengthening the native language creates a foundation for more successful and profound mastery of a new language.

Furthermore, Colin Baker’s model of bilingual education (Baker, 2011) emphasizes that bilingualism is not the sum of two monolingualisms but represents a unique and dynamic skill. Mastery of the native language provides not only a linguistic but also a cognitive foundation, which contributes to the development of metalinguistic awareness and the improvement of second language learning. Strengthening the native language also promotes the preservation of cultural identity and social integration, which, in turn, positively affects the emotional well-being of students and their motivation to learn a new language. Research shows that students who feel confident in their native language are more inclined to take risks and experiment when learning a second language, which is an important factor in language acquisition (Peal & Lambert, 1962). A study conducted by Durguno?lu and her colleagues (Durguno?lu et al., 2002) demonstrates that phonological awareness and reading skills can be transferred from the first language to the second. Their work showed that bilingual children who developed phonological awareness in their first language could use these skills when learning to read in a second language. This confirms the theory of cognitive interdependence between languages.

Thus, mastery of the native language not only facilitates the learning of a second language but also enriches cognitive processes, social adaptation, and personal development of students. This underscores the importance of supporting and developing the native language in the educational environment.

Educational Strategies

1. Phonological awareness plays a key role in the process of learning to read. This term refers to an individual’s ability to recognize and manipulate phonemes, which are the smallest units of sound that make up words. Research shows that the development of phonological awareness is closely linked to success in acquiring reading and writing skills. Phonological awareness includes several components, such as the ability to perform phonemic analysis, phonemic synthesis, rhyming, and alliteration. These skills are fundamental for the development of word decoding, which, in turn, is necessary for text comprehension. For example, a study by Bradley and Bryant (1983) showed that children who can rhyme and identify initial sounds in words often demonstrate higher reading outcomes.

Methods for Developing Phonological Awareness
Various methods are used to develop phonological awareness, including games that focus on identifying and matching sounds, exercises on breaking words into phonemes and synthesizing them back into words. Programs such as “Reading Recovery” and “Phonological Awareness Training” have shown significant success in improving reading skills in children with initial difficulties.

1. Multisensory Structured Language Education (MSLE) is an approach that uses multiple sensory channels for language learning. This method is particularly effective for children with dyslexia, as it allows them to use various sensory inputs—vision, hearing, touch, and movement—for better material retention.

Principles of MSLE include:

• Systematicity: Learning occurs step by step, from simple to complex.
• Multichannel: Simultaneous use of several sensory channels.
• Explicit teaching: Clear and direct presentation of information.
• Repetition: Regular reinforcement of material to improve retention.

MSLE can be integrated into English language instruction, providing children with dyslexia tools for developing reading and writing skills. For instance, when learning new words, students can simultaneously see the word, hear its pronunciation, write it on paper, and use tactile or kinesthetic exercises for memorization. The effectiveness of MSLE is confirmed by numerous studies that show improvement in learning outcomes for children with dyslexia. Applying this approach in bilingual education can help students better assimilate the English language, building on the skills already developed in their native language. (International Dyslexia Association, 2020)

1. Bilingual education offers a model in which the native language and English are used in parallel, allowing children with dyslexia to develop skills in both languages simultaneously. This not only facilitates better English acquisition but also strengthens knowledge of the native language. Research by Thomas and Collier (2002) emphasizes the importance of supporting the native language in education. They argue that instruction in the native language at early stages leads to better academic success and social integration for students. This is especially important for children with dyslexia, as they may face additional difficulties when learning a new language.

Key findings of the research:

• Long-term academic success: Students who receive education in their native language often show better academic results in the long term.
• Social adaptation: Supporting the native language helps children better adapt to the social environment and maintain a connection with their cultural heritage.
• Skill transfer: Phonological awareness and reading skills in the native language can be transferred to learning a second language, simplifying the learning process.

Supporting the native language in education is not only a matter of respecting cultural diversity but also an effective strategy for teaching children with dyslexia and other learning peculiarities. It is an approach that can be integrated into various educational systems and programs, including MSLE, to ensure deeper and more meaningful learning.

Conclusion

Maintaining and developing the native language in children with dyslexia should be considered a priority in educational policy and practice. It is not only a matter of respect for the personal and cultural identity of students, but also a strategic approach to teaching that can significantly improve their language skills and overall academic performance. The implementation of multisensory methods and approaches, such as MSLE, within the context of bilingual education, can ensure a deeper and more effective learning of the English language, opening up new opportunities for children with dyslexia in their academic and professional growth.

References

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.

Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read—a causal connection. Nature, 301, 419-421.

Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.

Durguno?lu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (2002). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 94(3), 633-64

Peal, E., & Lambert, W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs: General and Applied, 76(27), 1-23.

Shaywitz, S. (2003). Overcoming Dyslexia. New York: Knopf.

Temple, C. (2006). What is semantic dyslexia? Understanding the cognitive difficulties and strategies to support individuals with this form of dyslexia.

Wolf, M. (2007). Proust and the Squid: The Story and Science of the Reading Brain. New York: Harper.

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