Attention Deficit Hyperactivity Disorder (ADHD) in second language learning

Resumen

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that usually begins in childhood, but can also persist into adolescence and adulthood. It is characterized by a pattern of inattention, hyperactivity, and impulsivity that interferes with daily functioning and development. Therefore, previous research indicates that, although it is a simple concept, a child with ADHD is not able to control himself, so some of them show difficulties in completing the tasks and learning activities assigned to them.  The student with this neurobiological syndrome has difficulties in understanding and producing a second language. In addition, hyperactivity is the most common and striking symptom in most children, even if they have a higher or even lower degree (hypokinesia) of the syndrome. In this study, a comprehensive analysis was conducted to describe the learning environment of students with ADHD in the classroom, based on a review of the literature. The following categories (interest in the English language, classroom activities, enjoyment of learning, most developed ability, and environment) have also been analyzed. Consequently, students with this neurobiological syndrome often cannot develop cognitive skills, because they are not taught with appropriate methodologies, they do not have a good academic learning environment and on several occasions, their cognitive learning levels are not previously assessed. English language learning in third-grade children with ADHD has been a real challenge for a long time, especially in Ecuadorian institutions in the Latacunga canton, such as the Juan Abel Echeverría Educational Unit and the Loja School of Basic Education.