Current State of Differentiation for Dyslectic Students in Dutch EFL Education

dc.rights.license	CC-BY-NC-ND
dc.contributor.advisor	Tribushinina, E.
dc.contributor.author	Anraad, E. van
dc.date.accessioned	2018-04-24T17:01:23Z
dc.date.available	2018-04-24T17:01:23Z
dc.date.issued	2018
dc.identifier.uri	https://studenttheses.uu.nl/handle/20.500.12932/28971
dc.description.abstract	The present study aims to assess the current state of differentiation for dyslectic students in Dutch secondary schools regarding EFL as well as establish good practices for EFL teachers in Dutch secondary schools. The research is based on teacher interviews and a student questionnaire. The collected data from five schools was analysed and compared within and between the teachers and students from each school. The results suggest that the differentiation between dyslectic students is as of yet insufficient. Differentiation is mainly implemented between dyslectic students and non-dyslectic students and aimed at a grading policy, rather than in-class support
dc.description.sponsorship	Utrecht University
dc.format.extent	2020289
dc.format.mimetype	application/pdf
dc.language.iso	en
dc.title	Current State of Differentiation for Dyslectic Students in Dutch EFL Education
dc.type.content	Master Thesis
dc.rights.accessrights	Open Access
dc.subject.keywords	Dyslexia; learning disability; EFL; differentiation; L2 education; the Netherlands;
dc.subject.courseuu	Engelse taal en cultuur: educatie en communicatie