Learning difficulties in foreign languages among children diagnosed with Attention-Deficit Hyperactivity Disorder

Werona Król-Gierat, The Pedagogical University of Cracow, Poland, ID Výzvy2017-509;    Abstract: Many teachers of foreign languages face the problem of psychomotor (hyper) activity in some young learners in the classroom. The present paper aims at presenting the potential learning difficulties which can be experienced by children diagnosed with the syndrome, especially in the early-school years. Firstly, the typical indicators of the disorder will be presented. Secondly, the combination of a variety of symptoms will be translated into possible problems in education. Next, a repertoire of practical tips for foreign-language classrooms based on a behavioural parallel-teaching model will be proposed. Finally, some research studies on the issue of teaching English to learners with Attention-Deficit Hyperactivity Disorder will be reported on. Overall, it is expected that the paper will provide a general overview of the difficulties connected with teaching foreign languages to children with this diagnosis, and will stimulate teachers to find new ways of dealing with the matter.

Key words: learning difficulties, foreign languages, English as a Foreign Language, young learners, Attention-Deficit Hyperactivity Disorder, Special Educational Needs