A comparative study on strategies for teaching a foreign language to students with ADHD in Chile and the United Kingdom

Abstract

In a century where the demand for quality and inclusive education in our classrooms requires greater knowledge of and commitment to the subject, it is necessary for our culture and society to provide all the necessary tools, strategies and perspectives for the process of teaching support. The plearning even more with those students who require additional urpose of this research is to compare in general terms Kingdom educational systems, the strategies of their teachers the Chilean and United to make the teaching of a foreign language more inclusive and appropriate for students with special educational needs, specifically those with ADHD through a series of observations made as a language assistant supervised by the British Council. For the purpose of this, three schools participated teachers of in this research, two of them s were British and one was Chilean . Students and secondary education were observed on multiple occasions, in Spanish and English as a foreign language lessons, focusing on teaching strategies, the activities carried out the effectiveness of these and the disposition of the students. Key words : language assistant, modern foreign languages, educational system, special educational needs, ADHD, teaching strategies.