مجلة روافد للدراسات و الأبحاث العلمية في العلوم الاجتماعية والإنسانية
Volume 10, Numéro 1, Pages 570-592
2026-06-01

Integrating Neurolinguistics Into Efl Teacher Training In Algeria: A Theoretical Framework For Supporting Dyslexic Learners



Authors : Dib Imene . Kissi Khalida .

Abstract

This theoretical and conceptual paper examines gaps in EFL teacher training in Algeria regarding the identification and support of learners with dyslexia. Despite advances in neurolinguistics and cognitive neuroscience, teacher education programmes remain insufficiently equipped to address cognitive diversity in foreign language classrooms. Drawing on interdisciplinary research in neurolinguistics, language acquisition, and inclusive education, the study proposes a neurolinguistic framework for EFL teacher training. The framework links neural mechanisms of language processing with teacher education components and classroom practices, emphasising phonological awareness, multisensory instruction, and evidence-based pedagogical strategies. It also highlights the importance of integrating neurolinguistic knowledge into both pre-service and in-service training. The findings suggest that incorporating neurolinguistic perspectives can enhance inclusive teaching practices and improve learning outcomes for dyslexic learners. However, effective implementation requires curriculum reform, sustained professional development, and stronger alignment between research, policy, and classroom practice.

Keywords

EFL teacher training, neurolinguistics, dyslexia, inclusive education, language acquisition, Algeria, cognitive diversity.

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