Estratégias de ensino da língua inglesa para alunos com transtorno do déficit de atenção com hiperatividade

Abstract

The main purpose of this paper is to propose strategies of English language teaching for students with Attention Deficit Hyperactivity Disorder (ADHD), for which, the following specific objectives were established: conceptualizing ADHD; describing how the brains of people with this disorder works; identifying the difficulties encountered by two teachers of a language school who have students with ADHD in an English language classroom; identifying teaching strategies that may assist in teaching the English language to people with ADHD. The methodology used was the ethnographic and interactive analysis (CAVALCANTI, 1991) involving two English teachers (teacher A and B) in the teaching of two students (student X and Y) diagnosed with ADHD. The research was carried out in a private language school in the city of João Pessoa - PB, from August to September of 2016. The following tools were used for the data collection i) observations of classes of the two teachers; ii) one (01) questionnaire in order to trace their professional profile and to identify the difficulties they found in the classroom with students with ADHD; iii) two (02) diagnostic questionnaires of the disorder that they answered about the students according to the reality lived in the classroom. Through the obtained data it was possible to devise teaching strategies capable of assisting teachers in teaching students with the target disorder.