Identifying and supporting students with dyslexia in English as a second language

Emerging evidence suggests that, for bilingual students, it is possible to have dyslexia in one language but not another. For example, students may manifest markedly different cognitive-linguistic performance in alphabetic versus non-alphabetic languages. Therefore, the manifestation of dyslexia in English may be different for students from China than those from Australia, Europe, and the US. What does this dissociation indicate about the cognitive-linguistic processes underpinning reading difficulties in first (L1) and second (L2) language acquisition? What kinds of reading programs can be used to support students with dyslexia in English as L2? In this talk, the speaker will present research findings on bilingualism and dyslexia in L1 and L2, especially among Chinese-English bilinguals. The speaker will also discuss individualised and group-based strategies that help identify and support students struggling with L2. Implications for school practices in multicultural societies like Australia will be highlighted.

Professor CHUNG Kevin Kien Hoa

CHUNG Kevin Kien Hoa is a Chair Professor of Child Development and Special Education and Director of the Centre for Child and Family Science at the Education University of Hong Kong. Before joining the University, he was an Assistant Professor and Program Director at the Faculty of Education, University of Hong Kong. He was also a school teacher in Sydney for more than four years before starting an academic career. Kevin has published more than 150 research papers on reading difficulties and acquisition, literacy instruction and assessment, child development, and family relationships. His work has been recognized as among the world's top 2% of scientists by Stanford University. Kevin directs several large-scale research studies and school projects funded by government agencies and foundations. Kevin serves as a consultant on large-scale research and project like PISA 2018. He is keen and devoted to translating research findings into clinical practices, learning and teaching.

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