Kan tosprogede elever være ordblinde?
Problemrepræsentation af ordblindhed og tosprogede elever i dansk uddannelsespolicy
DOI:
https://doi.org/10.7577/njcie.5993Keywords:
Dyslexia, bilingual students, national policies, WPR, Danish public schoolsAbstract
Dyslexia is the most common cause of reading and writing difficulties, yet bilingual students diagnosed with dyslexia are significantly underrepresented in Danish public schools. This article examines how knowledge about dyslexia and bilingual students is constructed and problematised in educational policies on emu.dk, using Carol Bacchi’s WPR approach (What’s the Problem Represented to Be?). The analysis reveals a clear distinction between the categories, where dyslexia is primarily understood as a neurobiological condition, while bilingual students’ reading difficulties are framed through a linguistic and deficit-oriented perspective that focuses on their Danish language proficiency and reading comprehension. This discursive separation results in bilingual students’ reading difficulties rarely being recognised as related to phonological decoding challenges or dyslexia. The article discusses the potential implications of this representation for educational practices, including challenges in detecting and supporting bilingual students with dyslexia, as well as how policies may contribute to underdiagnosis, overdiagnosis, and misdiagnosis of this student group.
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