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.

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