Contributions from: Morag Hunter-Carsch, University of Leicester, UK
Abstract
This paper explores a number of issues arising from six collaborative projects in teacher education and research on literacy, multilingualism and dyslexia in the UK and Malaysia. The focus of the paper is on implications of these studies for the classroom and home-school liaison. In particular it relates to identification, assessment and teaching approaches with multilingual dyslexic learners. These will be discussed in terms of the diverse expectations arising from different cultures of learning.
The issues are traced through reflective analysis of two multidiscipline conferences (national and international, two teacher education courses in Malaysia and two collaborative research projects in Britain. From the outcomes of the projects we derived a framework for providing inclusive learning support for multilingual literacy learners including those with literacy difficulties of a general or specific kind e.g. dyslexia.
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