Addressing Dysgraphia in the EFL Classroom ; Strategies and Challenges for Belgian English Teachers in the FWB

Details

Supervisors

Meunier, Fanny

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique

Abstract

This thesis, carried out in language education and didactics, focuses on the teaching of English as foreign language to secondary students identified as being dysgraphic. It analyses the strategies used by English teachers in the Federation Wallonia-Brussels to assist these students. The challenges tied to the application of these strategies are also explored. The present work first establishes a theoretical frame based on existing literature in the domain. It defines dysgraphia, describes its origins, causes, symptoms, and effects on learning English as a foreign language. A distinction is also made between dysgraphia and other disorders such as dyslexia and dysorthography. Additionally, various accommodations recommended by the Federation Wallonia-Brussels, as well as by international sources, are presented, along with specific pedagogical approaches to support dysgraphic students. Subsequently, a practical section assesses the awareness and implementation of these strategies by English teachers with dysgraphic students. Based on a questionnaire, this section analyzes several aspects such as classroom environment, assessments, instructions, and note-taking. The results provide a deeper insight into the situation in French-speaking Belgium. It is to be hoped that the conclusions drawn will be beneficial to English teachers who have to assist students struggling with dysgraphia.