Many Indian children learn in more than one language: one at home, one or more at school, and often English as well. For a child with dyslexia, that raises worried questions. Does learning several languages make dyslexia worse? Should we drop one? The research and the guidance from dyslexia organisations point to a calmer answer.
Dyslexia appears in every language
The International Dyslexia Association notes that dyslexia affects people in all cultures and languages. The home language can change how the signs look. Some languages have spelling that matches the sounds closely, while others, such as English, are much less regular, and children with dyslexia usually struggle more with the less regular ones. Different writing systems can also put different demands on a child’s reading skills.
Why identification is harder
A child who is still learning the language of teaching may read slowly because the language is new, not because of dyslexia. Teachers can find it hard to tell the two apart, so children can be identified late, or wrongly. Good practice is to look at the child’s reading and learning in all the languages they know, and not only the newest one. Where possible, the assessment should include the home language, and the school language too, if that is where the child struggles most.
Is multilingualism harmful?
No. Learning several languages does not cause dyslexia, and not everyone with dyslexia has serious difficulty reading and writing a second or third language. Some children with dyslexia do better in an additional language than in their first. When language learning is useful and motivating, children with dyslexia can use the same strategies as other children, although for some it is a particular burden, especially when an additional language is the medium for other subjects.
What helps
- The same support that helps in one language helps in others. Structured, step-by-step teaching of sounds, spelling and reading is recommended for all children with dyslexia, including those learning an additional language. See structured literacy in the classroom.
- Language support as well. A child with dyslexia who is learning an additional language still needs language support suited to their stage, in addition to dyslexia support.
- Build bridges between languages. Use what the child knows in one language to help with another, such as shared words and ideas, and stories they already know.
- Keep the home language alive. Do not stop speaking or reading in the home language in the belief that it will help. Stories and conversation in the language you love build vocabulary and confidence.
- Choose priorities with the school. Decide which language needs the most support now, and plan how the child will manage the others.
- Use multilingual supports. Picture labels, bilingual cards and audio in more than one language can help.
- Involve families. Teachers should explain what they see in plain language, and listen to what families see at home.
The law and language requirements
Section 17 of the Rights of Persons with Disabilities Act, 2016 asks governments to make suitable changes to the curriculum and the exam system for students with disabilities, with examples that include extra time, a scribe, and exemption from second and third language courses. How this works in practice depends on your board and state, and it usually requires a certificate. For example, CBSE’s circular of 12 April 2019 says that in Class X, candidates with disabilities as defined in the Act are exempted from the third language and may study one compulsory language instead of two. Check the current circular. Ask your school, and see exam concessions for students with disabilities and the disability certificate and UDID card.
Sources
- International Dyslexia Association (Georgia branch), English Learners and Dyslexia (IDA fact sheet, 2023).
- Hampshire Ethnic Minority and Traveller Achievement Service, Dyslexia and children learning English as an additional language.
- BOLD, For children with dyslexia, multilingualism can be beneficial.
- Government of India, The Rights of Persons with Disabilities Act, 2016, Section 17(i).
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.