A few months ago, we published Deirdre Martin’s latest volume Researching Dyslexia in Multilingual Settings. We recently caught up with Deirdre and asked her a few questions about her research.
I have been both drawn and driven to researching dyslexia in multilingual contexts. I have been interested for many years in language and communication disabilities in multilingual contexts. Language and meaning making are the bedrock of literacy practices and literacy skills in reading and writing. So I was very curious to take the next step to research difficulties in literacy skills, also known as dyslexia. Dyslexia usually emerges most noticeably in the early years of formal schooling when children are taught literacy skills in reading, writing and spelling. I was driven – very willingly- to researching dyslexia in multilingual contexts by the global increase in multilingual learners being introduced to English literacy skills. For example, many countries now introduce English as a Foreign Language (EFL) and English literacy skills to young learners, and from another perspective ‘superdiverse’ global population movements to the UK, EU and elsewhere, have brought multilingual learners into largely monolingual schools, creating multilingual contexts. Research is needed in these multilingual contexts to understand dyslexia-type difficulties.
Why are there so many disciplines involved in this type of research?
Dyslexia is a complex weave of the natural and the cultural, and these two main areas of knowledge require different approaches to investigation. Understanding dyslexia as a dichotomised study is essential. During the hundred years and more of researching dyslexia different branches of study have emerged to examine the multifaceted nature of dyslexia, taking account of the changing contexts of languages, literacy practices and skills and most recently digital. For example, a biological approach explains dyslexia through medical, neurological and genetic study; psychological studies understand dyslexia through cognitive processing skills and personality. Critical, social and cultural studies have opened up the field to even more concepts of the ‘situatedness’ of dyslexia. Yet there is a great need to develop rigorous informed research study in areas of pedagogy and intervention.
Why is your book different from others in the field that have been published before?
It offers a bird’s eye view of different understandings of dyslexia. This edited volume focuses on methodology, that is, the approaches to creating different knowledges adopted by different disciplines in their studies of dyslexia. Books and journals on dyslexia usually publish studies that share one approach and a set of procedures to creating knowledge. This volume includes a range of approaches and methods to engage readers in the different ways of knowing and understanding dyslexia. Readers can be better equipped to select research methods and findings for their purposes, to inform their own research studies in dyslexia.
Who do you hope will find your book interesting/useful?
I hope that this volume will be interesting and useful to professionals, researchers and parents for different reasons. I hope that those in professional development such as trainee teachers, EAL and EFL specialists, speech/language therapists and psychologists are persuaded of the complexity of the phenomenon of dyslexia. Similarly, I would imagine that novice researchers, such as undergraduates, masters students and new doctoral students, would be impressed by the disciplinary scope and methodological breadth of the study of dyslexia.
I hope that more experienced researchers identify with an approach to understanding dyslexia that they want to develop and create new ways of understanding dyslexia in multilingual settings. Parents encountering dyslexia for the first time may find so many perspectives on dyslexia bewildering! Nevertheless, I hope that multilingual families find it helpful for their needs when they talk to teachers and other professionals about multilingual literacy difficulties. Perhaps there is a further group – multilingual speakers with dyslexia – who may find this book fascinating.
Which other researchers in your field do you particularly admire?
I admire colleagues who have engaged in researching literacy practices and skills in other languages and other places so that we can understand the complexity of literacy/ies – for example Brian Street and Gunter Kress. I take my hat off to those who have published prolifically in the field of dyslexia and, more recently, included multilingual contexts, such as Gavin Reid and his colleagues. The research in multilingual and multicultural literacy pedagogy by colleagues such as Viv Edwards, Naz Rassool, Eve Gregory and Charmian Keener, has been instrumental in changing our perceptions and practices. Most of all I just love reading the work of these colleagues – I continue to find new insights and new meaning in their work.
What is your next research project?
I have projects running with my doctoral students studying in the field of dyslexia in multilingual contexts and multilingual dyslexia. I am very interested in studying multimodality – such as digital literacy skills and practices – with multilingual young people with low literacy skills.
If you found this interesting you can find more information about the book here. You might also be interested in Deirdre’s other book Language Disabilities in Cultural and Linguistic Diversity.