Le Trouble du Déficit de l'Attention avec ou sans Hyperactivité et les compétences linguistiques: perspectives pour une didactique des langues contextualisée

Abstract

Learning a foreign language through education, represents an occasion to break down differences and allow social and educational equal opportunities, above all in those unfavourable school situations due to disability, developmental disorders and socio-economic, linguistic and cultural disadvantage. Therefore, this work was born from the interest in investigating language teaching methodology perspectives to find instructional techniques which could answer all the biological determined diversities in order to enable all students to achieve language teaching goals such as: culturalization, socialization and self-realization. Specifically, in this project, our search and action field is the developmental disorder of the attention deficit with or without hyperactivity. From a structural point of view, this work is divided into two sections: the first is theoretical and will give us the possibility to define the concept of Special Educational Needs and Special Linguistic Needs, examining the principles of inclusiveness and linguistic and educational accessibility. Later, once the pedagogical and teaching theoretical reference background is created and the attention deficit with or without hyperactivity is presented, we focus on the relapse of the disorder from a linguistic point of view. Finally, the practical part, presents the creation of a Learning Teaching Unit for ADHD students.