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Teaching French as a Foreign Language to Students with Learning Disabilities

Linguistic Difficulties and Methodological Strategies

Paola Celentin    Università degli Studi di Verona, Italia    

Angelika Palmegiani    Università Mohammed V - Rabat    

Agnes Bangkur    University of Indonesia    

Martina Bellinzona    Università per Stranieri di Siena    

Valentina Barnabei    Ca' Foscari University of Venice | Heidelberg University, Germany    

Wei Sun    Ruprecht-Karls-Universität Heidelberg, Deutschland    

HIROFUMI UTSUMI    Ca’Foscari University of Venice    

Piero Donnini    Dottorando in Studi sull'Asia e sull'Africa (Lingua e letteratura persiane) del DSAAM, Università Ca' Foscari di Venezia    

Valentina Vezzoli    Università degli Studi di Udine, Italia    



In this essay we intend to propose an early systematization of the difficulties for a dyslexic Italian student learning French. We addressed our interest to students attending secondary school (11-19 years old), because in Italy French is taught in these school levels as a second language. From a brief discussion of the difficulties of this language for people with specific learning needs, we will focus specifically on the errors made by dyslexic students learning French and we will highlight some possible action to make the French language more accessible even to people who have this disorder.

Nov. 1, 2012
Copyright: © 2012 Paola Celentin, Angelika Palmegiani, Agnes Bangkur, Martina Bellinzona, Valentina Barnabei, Wei Sun, HIROFUMI UTSUMI, Piero Donnini, Valentina Vezzoli. 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.