EFL Teacher Preparedness to Include Learners with Dyslexia: Israeli Context (ICFSLA 2023)
Abstract
The aim of this study was to investigate Israeli English as a foreign language (EFL) teachers’ perceived preparedness to include learners with dyslexia in mainstream classrooms (TEPID) and to verify whether there were cross-country differences in this respect. The study examined the effect of demographic variables on Israeli EFL teachers’ TEPID and identified their professional development needs around inclusive teaching. Principal components analysis of the TEPID scale led to a two-factor structure, that is, knowledge about dyslexia and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners
(F1), and stance towards inclusion (F2). Statistically significant effects were found for training, highest level of education, years and type of teaching experience with dyslexic learners, and type of certification in relation to F1, yet, only type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) impacted teacher stance towards inclusion (F2). Additionally, Israeli teachers differed significantly from Polish and Cypriot teachers on both factors of the TEPID, but not from Greek teachers. Moreover, both
Greek and Israeli teachers evaluated their knowledge and skills (F1) as well as stance towards inclusion (F2) higher than Polish and Cypriot teachers. Teachers stressed the need for practical information and training about how to teach students with dyslexia. Implications regarding content of teacher training are discussed.
Keywords
teacher preparedness; dyslexia; foreign language
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