Innovation in Language Learning

The aim of this paper is to explore the extent to which popular EAL/EFL curricula for young learners have the potential to meet the typical challenges of those learners with ADHD. ADHD (Attention Deficit Hyperactive Disorder) is typically characterised, according to The Association for Child and Adolescent Mental Health, by signs of inattention, impulsivity and hyperactivity that can interfere with success in academic, home and social spheres. Throughout my six-year teaching career I have worked with a number of young learners with a confirmed diagnosis of ADHD, and observed that their engagement and attainment with the curricula used in class can be very inconsistent compared with peers without ADHD symptoms. Tasks set out in the coursebooks often fail to maintain interest for any length of time and are left incomplete, even though engagement in class discussion often shows that the student comprehended the target language well and in theory should have little problem completing the associated task set. Time and practical constraints mean that until now I have been unable to fully explore the reasons behind disengagement in these tasks among students with ADHD and what I had noticed remained at observation level; this is an opportunity to research, examine and analyse the topic in greater depth. Although the idea for this paper was borne from personal experience, the paper will will based on research into both popular curricula and existing academic literature regarding young students with ADHD.

Keywords neurodiversity, young learners, engagement, behaviour, curriculum

References
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