The teaching of additional languages to students with specific learning difficulties: challenges and possibilities of engagement

Abstract

This essay discusses the right of students with disabilities to modify their school syllabus and teaching methods according to their specific needs, as outlined in Brazilian Law No. 9394/96 and No. 13.146/2015. It presents challenges and possibilities of adapting lesson plans and materials for students with visual impairments, autism spectrum disorder, and dyslexia, using a socio-discursive interactionist (SDI) theoretical-methodological perspective in language teaching. For visually-impaired students, the use of tactile materials, audio resources, verbal descriptions, and assistive technology are suggested when working with genres, but this paper also highlights the difficulty of interpreting graphics, tables and other visual representations. For students with autism, studies have shown that using a didactic sequence can be effective for teaching different genres to students with autism while promoting integration in the classroom. For dyslexic students, it is paramount to focus on guiding students to communicate in practical and meaningful ways from a socio-discursive perspective. Overall, the essay suggests that teachers should tailor their lesson plans to the specific needs of each student with impairments, using a genre-based teaching perspective.

Keywords

• additional language
• students with impairments
• students with specific learning difficulties