Guides for teachers
Kormos, J. et al. (2026) Opening doors, changing lives: A guide to inclusive language teaching. https://drive.google.com/file/d/1errwxXgY4oATzm1OX-E0gIK6vp01aRq9/view?usp=drive_link
Kormos, J. (2020). Specific Learning Difficulties in ELT. Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press. https://languageresearch.cambridge.org/images/Language_Research/CambridgePapers/CambridgePapersInELT_SpLDs_2020_ONLINE.pdf
Daloiso, M., Delaney, M., Kormos, J., & Smith, A. M. (2018) Inclusive Practices in English Language Teaching. Oxford University Press. Link: https://elt.oup.com/feature/global/expert/inclusive?cc=gb&selLanguage=en
Books
Kormos, J., & Smith, A. M. (2023). Teaching foreign languages to learners with specific learning differences. Bristol. Multilingual Matters.
Evens, M. & Smith, A.M (2019) Language Learning and Musical Activities. Morecambe: ELT well
A collection of multisensory activities that use common musical elements (such as rhythm, pitch, dynamics and tempo) to support the development of language
Smith, A.M. (2017) Including Dyslexic Language Learners. Lancaster: ELT well
Fun classroom activities that encourage students to develop their learning skills, such as memory strategies, organization, phonological awareness and literacy practices.
Smith, A.M. (2017) Raising Awareness of SpLDs. Lancaster: ELT well
Thought-provoking group activities to enable classmates, family and teachers to understand the challenges faced by neurodiverse learners
Smith, A.M. (2018) Adventures on Inkling Island. Lancaster: ELT well
A lovely series of stories from Dekko Comics, following the adventures of five neurodiverse friends who help each other overcome life’s challenges and realise that they are not as different from others as they had thought.
Teacher education
Dyslexia for teachers of English as a foreign language (Dystefl2)
DysTEFL2 project is innovative and practical in its content, structure and format. It addresses a gap in the field of English language teacher training where the needs of dyslexic students are frequently neglected. It provides both a solid theoretical foundation about the nature of dyslexia and practical suggestions for classroom teaching, task and curriculum design, and assessment. The course is unique in its focus on dyslexic language learners, in its approach to teacher training and in providing freely downloadable booklets and a complete set of self-study materials. An important innovative feature of the course is that it takes a task-based approach to teacher development and employs tasks to enhance learning and reflection.
Website of the project: http://dystefl2.uni.lodz.pl/
Link to the free self-study course: http://dystefl2.uni.lodz.pl/?page_id=1053
ENGaGE project: Teacher training materials in English and German
The ENGaGE Teacher Training Programme aims to raise teachers’ awareness of the needs of language learners with dyslexia and specific learning difficulties. Its goal is also to enrich teachers’ methodological toolkit to be able to cater for these needs in the language classroom. This innovative free online programme accompanies the ENGaGE digital task bank developed for dyslexic language learners aged 10-14. It familiarises teachers with the potentials of the task bank and offers a wide repertoire of useful teaching methods, techniques and tools that they can apply to foster inclusion, collaboration and intercultural communication in language learning. The teacher training materials are available in English and German.
Link to the free self-study course in English: http://engage.uni-miskolc.hu/index.php/teacher-training-programme/
Link to the free self-study course in German: http://engage.uni-miskolc.hu/index.php/lehrer-fortbildung/
Link to the ENGaGE project homepage: http://engage.uni-miskolc.hu/
SCALED course: Increasing Accessibility in Language Education
The SCALED project provides a methodological guide as well as an online course (interactive and self-study mode that can be adapted to onsite use) in the field of inclusive education methods, universal design for learning, differentiated instruction and methods of increasing the accessibility of the teaching process, content and materials in the context of foreign language teaching and education through language.
