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Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka: teachers' knowledge, attitudes and challenges

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Publication details

JournalTESOL Quarterly
DateAccepted/In press - 28 Jan 2019
DateE-pub ahead of print - 28 Mar 2019
DatePublished (current) - 1 Sep 2019
Issue number3
Number of pages24
Pages (from-to)630-654
Early online date28/03/19
Original languageEnglish


As it is estimated that 10% of the world population has dyslexia or related learning difficulties, it is vital for language teachers to have a thorough understanding of such difficulties and of inclusive teaching techniques. It is believed that teacher training can increase teachers’ knowledge of dyslexia and inclusion, inculcate positive attitudes among them on inclusion and increase their self-efficacy beliefs. The study discussed in this paper analysed if a teacher
training programme aimed at a group of ELT professionals in Sri Lanka could do the same and also the challenges that they would face in introducing inclusive practices into their context. A questionnaire and interview data revealed that the teacher training programme was able to change teachers’ negative attitudes towards dyslexia, increase their knowledge of dyslexia and inclusive practices and increase their readiness to implement inclusive classroom techniques. The findings also revealed that institutional barriers such as a rigid examination system and lack of flexibility in the curriculum may hinder how inclusive practices are implemented. In addition, negative socio-cultural ideology and some practical classroom problems may also affect implementation.

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© 2019 TESOL International Association. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

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