Phonological Sensitivisation in English FL

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DC Field	Value
dc.identifier	ECF_article_1510
dc.title	Phonological Sensitivisation in English FL. An Action-Research Project for a Case of Linguistic Deconstruction in a Subject Coming from International Adoption
dc.contributor.author	Gronchi Michela
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Research Article
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2018/2/la-sensibilizzazione-fonologica-in-lingua-inglese/
dc.description.abstract	The present paper discusses the results of an action-research study involving a 15-year-old student who was diagnosed with severe dyslexia after coming to Italy through international adoption. The study investigates the literature on language acquisition in cases of early deprivation and the implications of the phonological deficit in students with dyslexia in a foreign language learning environment. The essay also reports the results of a learning program concerning phonological awareness that has been delivered in a two-month period to the student. The program outlines a possible methodological and practical framework for raising phonemic awareness in secondary school students with dyslexia and offers suggestions for classroom practice.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 7 \| Issue 2 \| July 2018
dc.issued	2018-07-01
dc.dateAccepted	2018-08-28
dc.dateSubmitted	2018-02-09
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2018/02/005
dc.peer-review	yes
dc.subject	International adopted individuals
dc.subject	International adopted individuals
dc.subject	Phonological awareness
dc.subject	Phonological awareness
dc.subject	Second first language learning
dc.subject	Second first language learning
dc.subject	Severe dyslexia
dc.subject	Severe dyslexia

Research Article
open access peer reviewed

An Action-Research Project for a Case of Linguistic Deconstruction in a Subject Coming from International Adoption

Michela Gronchi Università Ca’ Foscari Venezia, Italia

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abstract

The present paper discusses the results of an action-research study involving a 15-year-old student who was diagnosed with severe dyslexia after coming to Italy through international adoption. The study investigates the literature on language acquisition in cases of early deprivation and the implications of the phonological deficit in students with dyslexia in a foreign language learning environment. The essay also reports the results of a learning program concerning phonological awareness that has been delivered in a two-month period to the student. The program outlines a possible methodological and practical framework for raising phonemic awareness in secondary school students with dyslexia and offers suggestions for classroom practice.

Published

July 1, 2018

Accepted

Aug. 28, 2018

Submitted

Feb. 9, 2018

Language

Keywords: Second first language learning • International adopted individuals • Phonological awareness • Severe dyslexia

permalink http://doi.org/10.30687/ELLE/2280-6792/2018/02/005

Copyright: © 2018 Michela Gronchi. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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