Διγλωσσία και Δυσλεξία: Προκλήσεις και Υποστηρικτικές Πρακτικές

Abstract

Bilingual students with dyslexia very often receive invalid and unreliable diagnostic assessments, since education scientists are hard-pressed to identify specific learning difficulties and to differentiate them from learning difficulties. Unfortunately, the tactic "wait until it fails", unweighted tools, lack of informal assessment, prejudice and insufficient research of teachers on Special Education and Intercultural Education, often lead to persistent school failure. The teacher finds it difficult to manage modern school issues, while the bilingual student characterizes absurd as lazy and moves away from his school duties. This literature review informs young teachers about the challenges faced by a bilingual student with dyslexia in the school and suggests some useful educational practices. Guided by reflection, criticism and the disposition for change, every teacher ought to support the student's abilities and deal effectively with his weaknesses.