Awareness of Dyslexia Among Pre-service EFL Teachers: A contrastive Analysis Across Educational Contexts

Monika Łodej

doi:10.18290/rh257311.6s

Data publikacji : 2025-12-19

Tom 73 Nr 11 Zeszyt specjalny (2025)

Świadomość dysleksji wśród przyszłych nauczycieli języka angielskiego: analiza kontrastywna kontekstów edukacyjnych

Monika Łodej

https://orcid.org/0000-0001-5348-4115

DOI: https://doi.org/10.18290/rh257311.6s

Abstrakt

Celem badania jest analiza świadomości dysleksji wśród polskich studentów studiów licencjackich i magisterskich przygotowujących się do zawodu nauczyciela języka angielskiego. Dysleksja to zaburzenie językowe utrudniające płynne i poprawne czytanie oraz aplikowanie zasad ortografii (Gabrieli, 2009). Dotychczasowe badania koncentrowały się głównie na przygotowaniu nauczycieli do pracy z uczniami z dysleksją, natomiast świadomość tego zaburzenia była rzadziej badana. Niniejsze badanie oparto na bliskiej replikacji badania Soriano-Ferrer i in. (2016) przeprowadzonego w Hiszpanii i Peru, dotyczącego wiedzy i przekonań dotyczących dysleksji. Dzięki przyjętej metodologii replikacyjnej (McManus, 2023) możliwa jest analiza kontrastywna na dwóch poziomach: porównanie świadomości dysleksji w kontekście polskim i hiszpańsko-peruwiańskim oraz wpływu poziomu kształcenia (licencjackiego i magisterskiego) na wiedzę polskich studentów.

Słowa kluczowe:

świadomość, dysleksja, nauczyciele, język angielski, analiza kontrastywna

Szczegóły

Bibliografia

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Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.

Bibliografia

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