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Método multissensorial e estruturado no ensino de inglês: inclusão e sucesso ao alcance de todos
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Atualmente, num mundo global e multicultural, a capacidade de comunicar numa língua estrangeira constitui uma vantagem significativa, sobretudo quando se trata da Língua Inglesa. Estudos indicam que o ensino do Inglês representa um desafio considerável para alunos com Dislexia ou outras Dificuldades de Aprendizagem Específicas, devido à sua ortografia opaca.
O presente estudo descreve a implementação do método multissensorial e estruturado junto de alunos com Dislexia e outras Dificuldades de Aprendizagem Específicas, no ensino de Inglês, como Língua Estrangeira, em contexto de turma. As metodologias aplicadas nos domínios da Audição, Oralidade e Leitura, explicadas detalhadamente ao longo deste trabalho, evidenciam o impacto positivo destas abordagens na aprendizagem de uma língua estrangeira para todos os alunos.
Os resultados obtidos demonstraram que a utilização do método multissensorial e estruturado contribuiu para o desenvolvimento das competências de aprendizagem de todos os discentes, promovendo, simultaneamente, a colaboração entre docentes na aplicação de estratégias pedagógicas diversificadas, de modo a assegurar a participação ativa e o sucesso académico de todos os alunos.
Today, in a globalized and multicultural world, being able to communicate in a foreign language is a significant advantage, particularly when it concerns the English language. Research indicates that learning English, as a foreign language, due to its opaque orthography, represents a great challenge to students with dyslexia or other specific learning difficulties. This study describes the implementation of a multisensory structured learning approach with students with dyslexia and other specific learning difficulties in the context of teaching English as a Foreign Language in classroom settings. The methodologies applied in the skills of Listening, Speaking, and Reading are presented in detail throughout this work, highlighting the positive impact of these approaches on the language learning of all students. Results suggest that the use of multisensory structured approach contributed to the development of learning competencies among all students, while simultaneously fostering collaboration between teachers in the application of diverse pedagogical strategies, thereby ensuring active participation and academic success for every student
Today, in a globalized and multicultural world, being able to communicate in a foreign language is a significant advantage, particularly when it concerns the English language. Research indicates that learning English, as a foreign language, due to its opaque orthography, represents a great challenge to students with dyslexia or other specific learning difficulties. This study describes the implementation of a multisensory structured learning approach with students with dyslexia and other specific learning difficulties in the context of teaching English as a Foreign Language in classroom settings. The methodologies applied in the skills of Listening, Speaking, and Reading are presented in detail throughout this work, highlighting the positive impact of these approaches on the language learning of all students. Results suggest that the use of multisensory structured approach contributed to the development of learning competencies among all students, while simultaneously fostering collaboration between teachers in the application of diverse pedagogical strategies, thereby ensuring active participation and academic success for every student
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Palavras-chave
Inglês como língua estrangeira dislexia dificuldades de aprendizagem específicas método multissensorial e estruturado educação inclusiva English as a foreign language dyslexia specific learning difficulties multisensory structured learning approach inclusive education