ENGaGE: Digital English and German task bank for 4th-8th class dyslexic learners

Country Studied: Hungary (Czechia, Poland, United Kingdom)

Type of learning difficulty the Best Practice is supporting:

• Reading and writing difficulties.

Aims and objectives of Best Practice

ENGaGE aimed to develop inclusive language teaching tasks and materials for dyslexic learners (DLs) of English and German in primary school settings. ENGaGE also aims to raise awareness of the special educational needs of DLs in foreign language learning and provide ideas and resources for teachers to facilitate their individualised treatment in mixed-ability classes. Awareness and information could help teachers to develop a more supportive and proactive attitude towards the education of DLs. For DLs the ENGaGE course offers a tailor-made, attractive learning environment to increase their engagement, motivation, activity and subsequently improve foreign language attainment.

Short description of Best Practice

The project developed two main results:

• Teacher Training program

1. 1. Module: Background to dyslexia.
   2. Module: Techniques for developing dyslexic learners’ foreign language skills.
   3. Module: Digital technology.
   4. Module: Inclusion and differentiation.
   5. Module: Project work in foreign language learning.
   6. Module: Intercultural elements in project work.

• ENGaGE Task Bank
  • Dyslexic students learn best in inclusive classrooms where their special educational needs are catered for. The ENGaGE task bank (curricula and activities for 4 different levels: Level 1 A1-; Level 2 A1+; Level 3 A2-; Level A2+) is a flexible supplementary language teaching resource offering:

1. 1. 1. Tasks to develop the phonological, spelling and memory skills of dyslexic language learners.
      2. Graded tasks for differentiated language skill development in inclusive classes.
      3. Open-ended projects to allow for varied, creative learner contribution.
      4. Playful revision tasks to reinforce learning of vocabulary and grammar.

3 Key learning Principles that were used in this Best Practice to support learners with LD

The graded tasks of the ENGaGE task bank offer a choice for learners to proceed at their own speed. The self-check function provides immediate feedback about achievement. Group projects encourage learners with different abilities to cooperate and contribute in their own creative ways to the success of the shared activity. These features contribute to increasing learner autonomy and activity.

Strategies used as part of Best Practice

• Adapting instruction to various learning styles.
• Individualized Learning Plans.
• Creating a positive and supportive classroom environment.
• Other: multisensory teaching, graded tasks, gamification of content.

Results and impact

Dyslexia often causes challenges in foreign language learning. However, in an inclusive environment and with the help of effective support, dyslexic learners can also succeed in foreign language learning. Techniques and tasks recommended for teaching dyslexic learners such as multisensory teaching, more intensive recycling of previous content, graded tasks, gamification of content are beneficial for all learners: as they deepen understanding, foster skills development, motivate learners, and increase their sense of achievement.

All the material developed in the framework of the project has been.

Evidence as to why this was considered Good Practice

ENGaGE is a EU-funded Project, awarded as a good practice form the European Commission.

Transferability

Here are some potential transferable aspects of this approach:

1. Innovation in Teaching Methods: If ENGaGE employs innovative teaching methods, such as incorporating technology, gamification, or experiential learning, these approaches could be transferred to other language teaching contexts. Teachers could adapt and integrate these methods into their own language instruction practices.
2. Evidence-Based Practices: ENGaGE relies on evidence-based practices supported by research, such as specific instructional strategies or pedagogical techniques, these methods could be shared and implemented in other language learning environments to enhance effectiveness and outcomes.
3. Focus on Inclusivity and Differentiation: the project prioritizes inclusivity and differentiation to support learners with diverse needs, such as dyslexic learners, this aspect of the approach could be transferred to other language education settings. Teachers could adopt strategies for accommodating a range of learning styles and abilities in their classrooms.
4. Integration of Language Skills: ENGaGE emphasizes the integration of language skills (e.g., speaking, listening, reading, writing) in meaningful and authentic contexts, Such holistic approach could be replicated in other language programs to foster communicative competence and language proficiency.
5. Cultural Competence and Contextualization: If ENGaGE incorporates cultural competence and contextualization into language teaching by integrating cultural content and real-world contexts, this aspect of the approach could be transferred to other language instruction contexts to promote intercultural understanding and communication.

Resources used as part of Best Practice

“Screenager”, the digital surface hosting the material is an innovative, teacher operated educational platform. It fosters a multisensory approach to learning with more than ten task types and the possibility to integrate a wide variety of materials (games, videos, pictures, word and pdf files, etc.), as well as an optional monitoring function for teachers to follow and shape learner progress individually.

Critical issues

Despite these potential challenges, dyslexic learners can still succeed in foreign language learning with appropriate support and accommodations. Strategies such as multisensory instruction, explicit teaching of phonics and grammar, use of assistive technology, extended time for tasks, and encouragement of self-advocacy skills can help mitigate the impact of dyslexia on language learning. It’s essential to recognize the strengths and unique perspectives that dyslexic individuals bring to the language learning process and to provide them with the tools and resources they need to thrive.

However, providing support and accommodation requires time and careful preparation.

Any additional learning that we can take from this Best Practice, example:

Resources to use/adapt to our own context.