ABSTRACT
This chapter helps readers to understand the current context of teaching adults and young people with dyslexia and English as an Additional Language (EAL) in England. It explores the complex overlaps between dyslexia and EAL in the context of further and higher education. To understand the challenges of supporting young people and adults with EAL and dyslexia, it is crucial to consider the multi-layered, and rapidly evolving context in which educators, theorists, practitioners are working. Since the turn of the millennium, there has been a rapid increase in economic and social mobility across country and language boundaries. In the context of increasing cultural diversity, FE/HE institutions should be aware of the needs of students with both dyslexia and EAL, and ensure that resources are in place to support them. It has been a move towards definitions of dyslexia that encompass behavioural, cognitive, biological and environmental factors, which is useful, in light of the complexity of assessing and supporting multilingual students.
