Dyslexia and Learning a Foreign Language: A Guide for Parents
Updated: Oct 28
Your child enjoys speaking activities in a language lesson but finds vocabulary spelling tests difficult. Or they recognise a word in their exercise book but struggle to retrieve it during conversation. Learning another language involves several skills, and a difficulty with one should not be treated as a verdict on the whole subject.
Why is another language mentioned in the Delphi definition?
The Delphi definition recognises that dyslexia can affect learning another language. A learner is meeting new spoken words, written patterns and links between sounds and letters. The effect varies: dyslexia does not mean every language skill will be equally difficult or that the learner cannot succeed.
Separate listening, speaking, reading and writing
Ask which activity is causing the difficulty. Understanding a familiar spoken phrase, retrieving it aloud, reading it and spelling it independently are different demands. For a school conversation, describe the task rather than saying that the child is simply “bad at languages”.
Imagine a pupil who can take part in a rehearsed dialogue but struggles to write the same phrases from memory.
Useful questions are whether the written forms have been explicitly taught, which parts are unfamiliar and what happens when a word bank is available. This example identifies a teaching discussion; it does not establish why the difficulty occurs.
Why pronunciation and spelling may need explicit attention
Languages differ in how consistently written letters represent sounds. The British Dyslexia Association notes that this can affect reading and spelling demands. A learner may benefit from clear teaching of the new language’s sound and spelling patterns, rather than assuming that English patterns will transfer directly.
You could ask the teacher for a short example showing how a word is said, written and used in a sentence.
At home, keep practice aligned with the lesson: hear the model, say the word and look carefully at its written form. Check what is being learnt, rather than repeatedly copying a list without discussing its meaning.
What about vocabulary and remembering phrases?
New vocabulary places demands on learning and retrieving unfamiliar forms. The BDA suggests approaches that combine listening, speaking, reading and writing, with manageable practice and helpful cues. Choose a small amount to review and find out which part the learner can already do, rather than restarting everything after a mistake.
For example, ask whether they recognise the meaning when they hear the word, can say it independently, or need support with spelling. Keep the teacher informed if performance changes sharply between these tasks. Knowing a meaning and producing an accurate written word are related achievements, but they are not identical.
Which language should my child choose?
There is no single best language for every dyslexic learner. Consider interest, available teaching, the school’s options and the balance of demands.
More consistent sound-to-letter links may help with one aspect of learning, but grammar, vocabulary and the learner’s experience also matter. Discuss the actual course rather than treating a language as automatically easy or impossible.
When should we review support?
Ask for a review if the learner remains dependent on substantial help or cannot use practised material independently. Bring examples from different activities, including successful ones. A useful question is: “What can we change in the teaching or practice, and what would progress look like?” This keeps the focus on access and learning.
If difficulties also occur in reading and spelling in the learner’s main language, include that history in a conversation about assessment. A diagnostic assessment involving more than one language needs careful consideration of language experience and appropriate methods. Difficulty learning a school language alone does not establish dyslexia.
Discussing assessment suitability
Mark Trewby offers £400 diagnostic dyslexia assessments online across the UK for ages 11–21 and face-to-face in Bournemouth for ages 8–21. The fee includes the report within seven working days and feedback. Discuss languages used and any particular assessment requirements before booking.