PROPOSTE OPERATIVE NELL’APPRENDIMENTO DEL FRANCESE PER ALLIEVI CON DISLESSIA: UNO STUDIO DI CASO NELLE SCUOLE SECONDARIE DI SECONDO GRADO DI SASSARI

Abstract: Specific Learning Disabilities have long been an important object of study, both from a medical-clinical perspective and from a pedagogical-didactic perspective. Developmental dyslexia is, among the learning disorders, the one that has a greater incidence on the school population, but above all the one that has the greatest impact on the mechanism of acquiring a foreign language. For the student with dyslexia, the study of a foreign language represents a complex path, especially when it comes to "opaque" languages such as French and English, for example, i.e. languages that have a low degree of phonological transparency. Our research is intended as a contribution to knowledge and as a reflection on language teaching adaptation of French to the needs of students with dyslexia, an aspect that still today struggles to find application for several reasons: teachers lacking the necessary skills in the field of Learnign disabilities; dispensatory measures and compensatory tools that are not always made available to students; school contexts that often fail to ensure the availability of support services and educational resources necessary for learning, not only for students with special educational needs, but increasingly for pupils in general. Furthermore, although national language teaching research concerning the methodologies to be applied in these particular educational contexts is constantly expanding, especially as regards dyslexia and the learning of the English language, few studies concerns the learning of French for this category of students. The purpose of this work is to highlight the major difficulties of students with dyslexia in learning French, to define the recurring errors, understand their nature and make a comparison with the errors made by students who do not have the disorder. Through careful observation carried out in some secondary schools of the city of Sassari, our investigation aims to offer important food for thought to understand what is the degree of incidence of the clinical profile of dyslexic learners on the development of linguistic skills , meta-linguistic and socio-pragmatic, with respect to the set of theoretical-methodological choices that the teacher makes. This research work is structured in three parts. The first part is dedicated to defining the context, methodology and tools used to conduct field research. The second part has as its object the presentation of the results concerning the difficulties of students with dyslexia in reading, writing and speaking; the major criticalities that emerged during the learning process; the comparison between the errors committed by students with and without disorder. In the last part we will present some operational procedures to be applied to teaching French. The results obtained have, in fact, allowed us to think about a didactic path that would allow the teacher to design effective learning systems in the field of language teaching. Keywords : Learning disabilities, dyslexia, language learning impairment, foreign language learning, reading difficulties.

Specific Learning Disabilities have long been an important object of study, both from a medical-clinical perspective and from a pedagogical-didactic perspective. Developmental dyslexia is, among the learning disorders, the one that has a greater incidence on the school population, but above all the one that has the greatest impact on the mechanism of acquiring a foreign language. For the student with dyslexia, the study of a foreign language represents a complex path, especially when it comes to "opaque" languages such as French and English, for example, i.e. languages that have a low degree of phonological transparency. Our research is intended as a contribution to knowledge and as a reflection on language teaching adaptation of French to the needs of students with dyslexia, an aspect that still today struggles to find application for several reasons: teachers lacking the necessary skills in the field of Learnign disabilities; dispensatory measures and compensatory tools that are not always made available to students; school contexts that often fail to ensure the availability of support services and educational resources necessary for learning, not only for students with special educational needs, but increasingly for pupils in general. Furthermore, although national language teaching research concerning the methodologies to be applied in these particular educational contexts is constantly expanding, especially as regards dyslexia and the learning of the English language, few studies concerns the learning of French for this category of students. The purpose of this work is to highlight the major difficulties of students with dyslexia in learning French, to define the recurring errors, understand their nature and make a comparison with the errors made by students who do not have the disorder. Through careful observation carried out in some secondary schools of the city of Sassari, our investigation aims to offer important food for thought to understand what is the degree of incidence of the clinical profile of dyslexic learners on the development of linguistic skills , meta-linguistic and socio-pragmatic, with respect to the set of theoretical-methodological choices that the teacher makes. This research work is structured in three parts. The first part is dedicated to defining the context, methodology and tools used to conduct field research. The second part has as its object the presentation of the results concerning the difficulties of students with dyslexia in reading, writing and speaking; the major criticalities that emerged during the learning process; the comparison between the errors committed by students with and without disorder. In the last part we will present some operational procedures to be applied to teaching French. The results obtained have, in fact, allowed us to think about a didactic path that would allow the teacher to design effective learning systems in the field of language teaching.