Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

This paper reports the findings of a narrative study with two pre-service English language teachers (PELTs) who have dyslexia. The main objective was to understand how this condition having dyslexia present in becoming an teacher. PELTs participated life history interview as part data collection. By considering study, researchers used information collected write narratives and subsequently proceeded interpret analyze them. show that is serious any other disability, it does generate rejection lack understanding on PELTs. Furthermore, negative feelings linked learning or teaching process are generated dyslexia, which leads them hide their avoid discrimination most time. However, also once were overcome, turn problem into advantage, discovering themselves more empathetic those special needs making resourceful teachers. We conclude although can weaknesses strengths, role teacher educators fundamental processes identity construction; might provide spaces strategies minimize conditions affect performance PELTs, both students