How to teach English as a foreign language to children with Attention-Deficit Hyperactivity Disorder

Cómo enseñar inglés como lengua extranjera a niños con Trastorno por Déficit de Atención e Hiperactividad


  • Martha Fabiola Toaquiza Vega Technical University of Cotopaxi, Ecuador
  • Carla Jhosselyn Vaca Enríquez Technical University of Cotopaxi, Ecuador
  • Marcia Janeth Chiluisa Chiluisa Technical University of Cotopaxi, Ecuador

Palabras clave:

Attention -Deficit Hyperactivity Disorder; teaching materials; methodology; childhood illnesses; skills; sub-skills, Trastorno de Déficit de Atención con Hiperactividad; materiales didácticos; metodología; enfermedades infantiles; habilidades; subhabilidades


Introduction: Attention - Deficit Hyperactivity Disorder (ADH) is one of the most frequently diagnosed childhood diseases. However, in public educational units, especially in the Pujilí canton, there is no proper training on the part of the teacher to detect this deficiency and carry out an English class with the appropriate methodology and didactic material. To describe the object of this research on ADHD, some previous studies were analysed to understand how we, as future teachers, can identify and work with students with this type of learners. Materials and methods: The data set was analysed from fourth grade students from the Belisario Quevedo Educative Unit parallel B and F, who were evaluated according to their behaviour, level comprehension of English and how they would like to learn. Results:The data shows that two tenth grade students were detected with ADHD because they presented difficulties in completing the tasks assigned in class. Discussion: In addition, based on the results obtained in the teacher survey, it can be highlighted that it is of the utmost importance that teachers have good management, distribution and control of the classroom. Conclusions: Finally, it was determined that the students evaluated did not perform sufficiently to achieve the skills and sub-skills in the English language, so they were placed at level A1. Therefore, teachers use the CLT method and games as an effective strategy for teaching English as a foreign language.

Introducción: El Trastorno de Déficit de Atención con Hiperactividad (TDAH) es una de las enfermedades infantiles más frecuentemente diagnosticadas. Sin embargo, en las unidades educativas públicas, especialmente en el cantón Pujilí, no existe una capacitación adecuada por parte del docente para detectar esta deficiencia y llevar a cabo una clase de inglés con la metodología y material didáctico adecuado. Para describir el objeto de esta investigación sobre el TDAH, se analizaron algunos estudios previos para comprender cómo nosotros, como futuros docentes, podemos identificar y trabajar con estudiantes con este tipo de alumnos. Materiales y métodos: Se analizaron datos de estudiantes de cuarto grado de la Unidad Educativa Belisario Quevedo paralelos B y F, quienes fueron evaluados de acuerdo a su comportamiento, nivel de comprensión del inglés y cómo les gustaría aprender. Resultados: Los datos muestran que dos estudiantes de décimo grado fueron detectados con TDAH porque presentaron dificultades para realizar las tareas asignadas en clase. Discusión: Además, con base en los resultados obtenidos en la encuesta a docentes, se puede resaltar que es de suma importancia que los docentes tengan un buen manejo, distribución y control del aula. Conclusiones: Finalmente, se determinó que los alumnos evaluados no tuvieron un desempeño suficiente para alcanzar las habilidades y subhabilidades en el idioma inglés, por lo que fueron ubicados en el nivel A1. Por lo tanto, los docentes utilizan e método CLT y los juegos como una estrategia efectiva para la enseñanza del inglés como lengua extranjera.


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Cómo citar

Toaquiza Vega, M. F., Vaca Enríquez, C. J., & Chiluisa Chiluisa, M. J. (2023). How to teach English as a foreign language to children with Attention-Deficit Hyperactivity Disorder: Cómo enseñar inglés como lengua extranjera a niños con Trastorno por Déficit de Atención e Hiperactividad. Maestro Y Sociedad, 95–102. Recuperado a partir de



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