ABSTRACT
This chapter discusses the issue of differentiation for students with dyslexia in English as a Foreign Language (EFL) classes. The data included in the analysis come from EFL classes in Greece but the issues raised around differentiation for students with dyslexia have implications for other foreign language learning contexts around the world. The chapter shows that contradictions are created by the unclear school and Ministry of Education policy in Greece on the differentiation of homework for students with dyslexia. The community representing the wider socio-cultural influences includes the context of the activity, that is, the people who are concerned with the same object: the headteacher of the school, the other students and teachers, the Local Education Authority (LEA) and the Ministry of Education. The principle of activity theory, multi-voicedness was useful for the study as it enabled the investigation of multiple points of view on the same issue, those of the EFL teachers, the parents and the Ministry of Education.
