Dyslexia in the Spanish as a Foreign Language Classroom: Exploring Educational Barriers Through the Teacher's Perspective

Abstract

This study explores the specific challenges faced by students with developmental dyslexia in learning Spanish as a Foreign Language, with a particular focus on teachers' perceptions and training. Through a mixed-methodological approach, which combines the analysis of quantitative data obtained from the Knowledge and Beliefs About Developmental Dyslexia Scale and qualitative data collected through interviews with a sample of teachers, the study delves into the experiences, educational practices, and teaching methodologies of teachers, as well as their awareness of developmental dyslexia. The results highlight partial knowledge and a need for more specific training among teachers, revealing how a limited understanding of dyslexia can contribute to creating a less inclusive learning environment, with negative consequences for the academic and emotional well-being of students. These insights underscore the urgent need for targeted teaching strategies and further research in this critical area of language education.