ABSTRACT
This chapter provides the reader with examples of some of the difficulties bi/multilingual dyslexic learners face in the classroom. As a trilingual dyslexia specialist practitioner and trained Teaching English as a Foreign Language (TEFL) teacher working in English within the independent international sector in Germany, it have frequently observed the academic, social, emotional and often cultural challenges that many dyslexic children and adolescents face. Germany forbids discrimination on the basis of physical or mental disability. The German Social Welfare Code IX (SGBIX) is based upon the premise of equal opportunity and participation. Since 2000, federal states have applied a joint definition of special educational needs (SEN), with a distinction between permanent disability and temporary learning difficulties. Tobias's phonological awareness was tested using the Phonological Awareness Skills Test. Weak skills were evident in rhyme production, phoneme isolation of final sounds, phoneme blending, phoneme deletion of the first sound in consonant blends, and phoneme deletion of initial sounds in consonant blends.
