This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including:

  • the assessment of multilingual learners
  • the impact of dyslexia on bilingualism
  • the literacy challenges facing learners from Indigenous cultures
  • the role of the SENCO in identifying children with English as an additional language and Dyslexia
  • the emotional needs of learners with bi/multilingualism and Dyslexia

This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.

part Part I|86 pages

Multilingualism, literacy and dyslexia

chapter 1|6 pages


ByLindsay Peer, Gavin Reid

chapter 2|12 pages

Dyslexia and Learning

Theory into practice
ByAngela Fawcett

chapter 3|14 pages

Dyslexia, Bi/Multilingualism and Otitis Media (Glue Ear)

A sticky educational problem!
ByLindsay Peer

chapter 4|14 pages

Multilingualism and Dyslexia

A critical perspective
ByDeirdre Martin

chapter 5|12 pages

Principles and Guidelines in Test Construction for Multilingual Children

ByGad Elbeheri, John Everatt

chapter 6|13 pages

Dyslexia and Specific Learning Difficulties

Assessment and intervention in a multilingual setting
ByJennie Guise, Gavin Reid, Sionah Lannen, Colin Lannen

chapter 7|13 pages

Language, Literacy, Identity and Culture

Challenges and responses for Indigenous Māori learners
BySonja Macfarlane, Te Hurinui Clarke, Angus Macfarlane

part Part II|165 pages

Planning and implementing intervention and addressing key issues

chapter 8|15 pages

Language-Based Literacy Interventions

Innovative practice in South Africa
ByElizabeth Nadler-Nir, Michelle Pascoe

chapter 9|11 pages

Foreign Language Teacher Training on Dyslexia

DysTEFL resources
ByJoanna Nijakowska, Judit Kormos

chapter 10|9 pages

English as an Additional Language (EAL), Special Educational Needs and Dyslexia

The role of the 21st century SENCo
ByAbigail Gray

chapter 11|13 pages

Lessons from the Dyslexia and Multilingualism Project

ByMim Hutchings, Tilly Mortimore

chapter 12|11 pages

Bilingualism and Dyslexia

The case of children learning English as an additional language
ByLinda Siegel

chapter 14|14 pages

Two Bilingual Case Studies from A Specialist Dyslexia Practitioner's Perspective

Working in Germany
ByMaya Jakubowicz

chapter 16|10 pages

Approaching Dyslexia and Multiple Languages

ByGilda Palti

chapter 17|15 pages

Reading Skills in Children Provided Simultaneous Instruction in Two Distinct Writing Systems

Insights from behaviour and neuroimaging
ByNandini C. Singh, Sarika Cherodath, T.A. Sumathi, Rozzel Kasera, Kate Currawalla, Bhoomika Kar, Geet Oberoi

chapter 20|10 pages

Neighbor Languages in Scandinavia in a Multilingual World

ByMichael Dal

chapter 21|1 pages


ByLindsay Peer, Gavin Reid