Services on Demand
Journal
Article
Indicators
Cited by SciELO
Access statistics
Related links
Cited by Google
Similars in SciELO
Similars in Google
Share
Colombian Applied Linguistics Journal
Print version ISSN 0123-4641
Abstract
DE LA CRUZ, Gabriela; ULLAURI MORENO, Magdalena Inés and FREIRE, Jenny. Strategies of teaching English as a Foreign Language towards Attention Deficit Hyperactivity Disorder Students (ADHD). Colomb. Appl. Linguist. J. [online]. 2020, vol.22, n.2, pp.169-182. Epub Oct 30, 2020. ISSN 0123-4641. https://doi.org/10.14483/22487085.16118.
The acquisition of a language is a complex process and it is even more for students with ADHD, this work proposes the detection of methodological strategies to teach English as a foreign language (EFL) to a 14-year-old boy who has a disorder of attention deficit hyperactivity disorder (ADHD). The analysis of the topic is important since there is very little literature that addresses it using a case study. The research is qualitative and heuristic, because it aims to discover an appropriate methodology for teaching English to a young person with ADHD. The English teacher and the psychologist of the educational institution were interviewed to obtain a deep understanding of the student’s context. Subsequently, various English teaching-learning methodologies were applied during 6 sessions. The observation sheets show that there are changes in the student’s behavior after the intervention, such as: less interruption in class, greater self-control and less sudden movements. The results allow us to conclude that the application of methodological strategies for teaching English that promote creativity and proactivity are beneficial for a student with ADHD.
Keywords : deficit hyperactivity disorder students; ADHD; teaching strategies; case study; English as a foreign language; EFL.