Beliefs, Knowledge and Practices of Grammar Pedagogy: Teaching Dyslexic Learners

Abstract

This paper examines the beliefs, knowledge and practice of specialist teachers who teach the English Language to dyslexic learners in Singapore. It explores the pedagogical bases of teachers' work in grammar teaching and investigates the extent to which personal beliefs and knowledge have informed instructional practices. The results reveal weaknesses in the teachers' language awareness and a lack of grammatical knowledge, which have negatively impacted their effectiveness as teachers of dyslexic learners. There is a call to provide teachers the knowledge on language teaching in teacher development programmes and to develop a common belief system on pedagogical practice amongst them.