Dyslexia and foreign languages

If French spelling is already a challenge, what about English, whose spelling is even more irregular? For a pupil with dysorthographia, foreign languages add an extra difficulty. Yet, with the right methods and some adjustments, they can make progress and even enjoy it. Here is how. Languages remain accessible, with the right methods.

Why it is difficult

Learning a foreign language requires memorising the spelling of many new words, with sound-letter correspondences that differ from French. For a pupil with dysorthographia, this is an extra challenge. The rules change from one language to another.

The same difficulties as in French reappear: spelling phonetically, omitting letters, confusions, irregularity. They may even be more pronounced, as the pupil knows the language less well. The same mistakes keep recurring.

Speaking and listening, on the other hand, are often much more accessible. Many pupils with dysorthographia understand and speak foreign languages well. This is a valuable asset. See lexical dysorthographia.

English, a tricky language

English is one of the languages with the most irregular spelling. The same sound can be written in many ways, and many words are not spelt as they are pronounced. It is a particularly tricky language.

For a pupil with dysorthographia, writing in English is therefore often very difficult. They may write “bicos” for “because” or “nite” for “night”. These errors are logical.

Other languages, such as Spanish or Italian, have more regular spelling, closer to pronunciation. They may be more accessible in writing for some pupils. The choice of language can matter.

Focusing on speaking

As speaking is often a strength, it is useful to build on it. Listening to songs, series and podcasts in the language being studied develops comprehension and vocabulary, without the barrier of writing. Oral work is a gateway.

Oral exercises, dialogues and presentations allow the pupil to show their skills. They can also be given greater weight in assessment. Their skills are then recognised.

This success in speaking protects their confidence and motivation for the language. Motivation is precious.

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Methods for writing

For writing, the methods that help in French also work: colouring difficulties, illustrating words, working on a few words at a time with spaced repetition. These methods have proven their worth.

In English, it can be useful to work by families of sounds or spellings: all words with “ight”, all words with “ough”. This organisation helps to spot patterns. These patterns help a great deal.

Vocabulary cards, with the written word on one side and its meaning or an image on the other, are very effective. These cards are easy to make. See learning differently.

Possible adjustments

Under a PAP, several adjustments may be requested in foreign languages: not penalising spelling when it is not the focus of the assessment, valuing speaking, reducing the amount of writing. These adjustments make assessment fairer.

The vocabulary to learn can be reduced, and written assessments adapted: multiple-choice exercises, gap-fill texts, extra time. Writing is then more accessible.

These adjustments make it possible to assess their true skills in the language. Their true skills matter. See PAP and dysorthographia.

Digital tools

Spell checkers also exist for foreign languages. They can help the pupil write more accurately, especially at upper secondary level. These tools are often free.

Text-to-speech allows the pronunciation of written words to be heard, and speech-to-text dictation allows them to be written by speaking. These tools strengthen the link between speech and writing. They strengthen the link between speech and writing.

Playful language-learning apps can also motivate the pupil. Play is very motivating. See the spell checker.

Choosing languages

When choosing a second modern language, it can be useful to take dysorthographia into account. A language with regular spelling may be more accessible in writing. This choice deserves thought.

However, this choice must also take into account the pupil’s wishes and plans. A language they like will always be more motivating. Desire matters a great deal.

Talk about it with the speech and language therapist and the teaching team. They will be able to advise you. See guidance.

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Questions that keep coming up

Can a pupil with dysorthographia succeed in English? ?

Yes, especially in speaking, which is often a strength. Writing is more difficult because of English’s irregular spelling, but methods and adjustments help a great deal. Speaking is often a real strength.

Which second language to choose ?

A language with regular spelling, such as Spanish or Italian, may be more accessible in writing. However, the pupil’s wish remains the primary criterion. Desire remains the primary criterion.