Teaching English to students with special needs: a case of study in a high school of Avila (Spain)

Abstract

This study focuses on the ways in which teachers can teach English as a second language (ESL) in high school to ADHD and Dyslexic students without delaying the rest of the students of the class. The main aim for teachers must be to ensure that all children can learn to their full potential, therefore, this paper describes different methodologies and didactic innovations that can contribute to successful second language learning. The present study was conducted among 23 students of First year of ESO in a high school in Avila (Spain). Data were collected through questionnaires, tasks, and classroom observation. Findings suggest that using Task-Based Learning methodology in conjunction with appropriate didactic innovations have made students not only improve their English language skills, also they feel more motivated towards English language learning. Nevertheless, the results of this study are valid but not conclusive and further investigation in the field is required.