Did you know that approximately 9-12% of the world’s population struggles with dyslexia?[1] That’s a significant number, going beyond cultural, social, socio-economic and linguistic boundaries. Dyslexia doesn’t discriminate; anyone, regardless of their background, can be affected by it. October is Dyslexia Awareness Month, a dedicated time to shed light on dyslexia, promote understanding and advocate for those impacted by it. And I would love to use this opportunity to also talk about the often-misunderstood intersection of dyslexia and multilingualism. For too long, there has been a misconception that dyslexia and multilingualism are simply incompatible; that if a child is dyslexic, they will inevitably be limited in their language capabilities. Have you encountered this belief? Have doubts crept into your mind? Or do you simply wish to gain a little bit of a better understanding of the topic? Then, please, read on – this is for you.
What is dxsyleia?
But first, let’s start by understanding what dyslexia is. Dyslexia is a learning difficulty, rooted in neurological factors and impacting an individual’s reading, writing and language processing abilities. A quick side note here – You might come across the term ‘disability’ to describe dyslexia, but I prefer not to use it. I don’t like it. It’s sounds finite and restrictive. “Difficulty” seems much more fitting for me, because difficulties can be managed, especially with the right support. So, this learning difficulty arises from challenges in recognising speech sounds and understanding their connection to letters and words, a process known as decoding. Therefore, dyslexic individuals often find themselves more focused on decoding than comprehension. It’s essential to note that dyslexia exists on a spectrum, meaning that the extent of language processing struggles can vary significantly from person to person. And, contrary to popular belief, dyslexia is absolutely independent from intelligence, hearing or vision. Unfortunately, there still remains a substantial stigma surrounding this condition. As a result, some children struggling with dyslexia may go undiagnosed for extended periods, sometimes even years, simply because parents are hesitant to have them tested. A big reason for this hesitancy is the lingering misconception that a dyslexic individual is somehow “defective”.
Signs of dyslexia.
The signs of dyslexia can appear quite early, a long time before a child starts to learn how to read and write. Can you recognise them?
Here are some common signs, compiled by The Yale Center for Dyslexia and Creativity (the full list can be accessed via: https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/):
The Preschool Years
- Trouble learning common nursery rhymes, such as “Jack and Jill”
- Difficulty learning (and remembering) the names of letters in the alphabet
- Seems unable to recognize letters in his/her own name
- Mispronounces familiar words; persistent “baby talk”
- Doesn’t recognize rhyming patterns like cat, bat, rat
- A family history of reading and/or spelling difficulties (dyslexia often runs in families)
© Sally Shaywitz, Overcoming Dyslexia, p. 122
Kindergarten & First Grade
Difficulties
- Reading errors that show no connection to the sounds of the letters on the page—will say “puppy” instead of the written word “dog” on an illustrated page with a picture of a dog
- Does not understand that words come apart
- Complains about how hard reading is; “disappears” when it is time to read
- A history of reading problems in parents or siblings
- Cannot sound out even simple words like cat, map, nap
- Does not associate letters with sounds, such as the letter b with the “b” sound
Strengths
- Curiosity
- Great imagination
- Ability to figure things out; gets the gist of things
- Eager embrace of new ideas
- A good understanding of new concepts
- Surprising maturity
- A larger vocabulary than typical for age group
- Enjoys solving puzzles
- Talent for building models
- Excellent comprehension of stories read or told to him
© Sally Shaywitz, Overcoming Dyslexia, pp. 122 – 123
Second Grade through High School
Reading
- Very slow in acquiring reading skills. Reading is slow and awkward
- Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word
- Doesn’t seem to have a strategy for reading new words
- Avoids reading out loud
Speaking
- Searches for a specific word and ends up using vague language, such as “stuff” or “thing,” without naming the object
- Pauses, hesitates, and/or uses lots of “um’s” when speaking
- Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
- Mispronunciation of long, unfamiliar or complicated words
- Seems to need extra time to respond to questions
School and Life
- Trouble remembering dates, names, telephone numbers, random lists
- Struggles to finish tests on time
- Extreme difficulty learning a foreign language
- Poor spelling
- Messy handwriting
- Low self-esteem that may not be immediately visible
Strengths
- Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
- Learning that is accomplished best through meaning rather than rote memorization
- Ability to get the “big picture”
- A high level of understanding of what is read to him
- The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines and cookbooks
- Improvement as an area of interest becomes more specialized and focused—and a miniature vocabulary is developed that allows for reading in that subject area
- A surprisingly sophisticated listening vocabulary
- Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing
© Sally Shaywitz, Overcoming Dyslexia, pp. 123–125
Dyslexia and Multilingualism.
For many, the knee-jerk response to whether someone with dyslexia can handle multiple languages is a resounding “No!”. Some might even argue that exposure to multiple languages is what “caused” the dyslexia in the first place. Therefore, it’s crucial to dispel this misconception:
Multilingualism is highly improbable to be the cause of dyslexia!
It’s important to understand here that an individual who is dyslexic will remain dyslexic whether they are multilingual or not. The phenomenon of language transfer and language influence, commonly observed in multilingual children, is not a sign of a language ‘disorder’; rather, it’s a normal phase of language development rather than a sign of a language deficiency. Moreover, if dyslexia in one’s native language remains undiagnosed, it can profoundly impact the individual’s ability to acquire a foreign language. Therefore, when assessing multilingual children, it is crucial that the practitioner has experience, and ideally, specialises in working with multilingual children. Unfortunately, many families are given generic advice to abandon multilingualism in favour of a single language, which is often seen as a simplified solution. However, it’s essential not to hastily abandon multilingualism as a quick fix!
Two questions emerge:
- Can dyslexia and multilingualism co-exist?
- How will dyslexia impact reading and writing in multiple languages?
Let’s tackle them one by one:
Can dyslexia and multilingualism co-exist?
The short answer to this question is – Yes, dyslexia and multilingualism can undoubtedly co-exist. However, the path of multilingual dyslexic individuals may be adorned with distinctive challenges. These often revolve around reading and language processing, potentially becoming more complex when multiple languages are involved. It’s important to understand that the nature and intensity of these challenges can differ among languages. However, the presence of dyslexia should never be perceived as a barrier to language learning. In fact, some research suggests that multilingualism may offer certain advantages for dyslexic children. According to Prof. Catherine McBride, Professor of Developmental Psychology, The Chinese University of Hong Kong and Senior Fellow, Freiburg Institute for Advanced Studies, what is crucial in this case is to consider each language separately and “not simply to assume that reading and writing in one language will either negatively or positively impact reading and writing in another.“[2]
How will dyslexia impact reading and writing in multiple languages?
Dyslexia impacts reading and writing in multiple languages by affecting various aspects of language processing and literacy skills, such as phonological awareness, reading fluency, spelling, writing mechanics, vocabulary and comprehension. Given these challenges, parents and educators often face complex decisions regarding literacy instruction in the home and school language for multilingual children with dyslexia. Questions emerge: Should reading and writing start in a single language first? Which language should take precedence – the home language or the school language? Can a child effectively learn to read and write in two languages simultaneously? Navigating these decisions requires a nuanced approach that considers the unique needs, strengths and circumstances of the child.
Where to begin: Choosing the right language to start with literacy instruction.
While universal advice might not fit every situation, a general guideline for multilingual families with a dyslexic child is to commence literacy instruction in the language that has greater spelling-to-sound consistency. i.e., where the relationship between letters and their associated sounds is more predictable and consistent. For instance, languages like Spanish or Italian, where each letter or letter combination typically represents the same sounds, are often considered more phonically consistent. Starting with such a language offers a faster way to learn the sound rule. Dyslexic children can grasp sound-letter relationships more easily in these languages, which can be encouraging and motivating for them.
In contrast, languages like English, known for its complex and irregular sound-letter associations, can pose more significant challenges. Therefore, you should start with literacy instruction in the easier, more predictable, phonically consistent language. This choice might significantly facilitate the dyslexic child’s journey toward reading and writing proficiency.
Prioritising the school language for literacy.
Now, let’s consider a common scenario where your child’s school language is not the most phonically consistent, such as English or French. In this situation, the language of instruction in the school takes precedence when it comes to literacy. Proficiency and literacy in the school language are paramount for academic success. These skills form the foundation for comprehension, communication and engagement in classroom activities.
While there is a broad spectrum of dyslexia, the general consensus among experts is that a dyslexic child should not be discouraged from becoming biliterate. With the right support and strategies, multilingual dyslexic individuals can potentially achieve literacy in both their home language(s) and the school language.
In conclusion, while dyslexia’s impact may vary, it doesn’t exclude multilingualism. Each child’s journey with dyslexia is unique and it’s crucial to work closely with educators, specialists and your child to tailor literacy instruction that meets their specific needs and maximises their potential. The influence of dyslexia can be highly individualised, shaped by factors like the severity of dyslexia and the linguistic characteristics of each language involved. Multilingualism itself can offer cognitive advantages and unique opportunities for language learners, including those with dyslexia.
Join the conversation and share your voice:
Have personal experiences to share? Questions that need answers? Or perhaps insights that could benefit others? We’re eager to hear from you! Don’t hesitate to leave your thoughts in the comments below.
Resources:
[1] https://eda-info.eu/what-is-dyslexia/
[2] https://bold.expert/for-children-with-dyslexia-multilingualism-can-be-beneficial/
