Empowering Creative Minds has published its latest article covering ADHD in Multilingual Learners: it is aimed at dispelling the myth that ADHD learners should not learn languages or are not good language learners. The article is available for viewing in full at https://empoweringcreativeminds.com/adhd-multilingualism-breaking-barriers/
Empowering Creative Minds
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Address: APDO DE Correos 18, 177
Website https://empoweringcreativeminds.com/
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Email shona@empoweringcreativeminds.com
ADHD and Multilingualism:
The Facts.
Empowering Creative Minds has published a
new article entitled ADHD and Multilingualism:
Breaking Barriers, which sheds light on the most
important aspects of ADHD in Multilingual
Learners: the article covers some of the
important aspects of breaking down barriers,
stigma and building on strengths.
This should be of particular interest
to school directors and educators
because there is an unsubstantiated
myth that reducing the amount of
languages for ADHD learners is a
good way to help stop 'confusion'.
One of the most important pieces
of information the article tries to
convey and communicate is
research has found that ADHD
alone does not have a large
negative influence on language
learning.
It is the limited ability to pay
attention to grammar or
vocabulary which can hinder
the learning process,
especially in younger learners.
So it is particularly important to
1) check for dyslexia or another
learning difference and 2) make
learning multisensory, interesting
and in short bursts.
The best example of this is perhaps
found in the following extract: 'With
ADHD, the brain may juggle
multiple thoughts at once, leading to
a unique learning path that can be
incredibly adaptive.
This can manifest as an ability to
make unconventional connections
between languages, or a
heightened auditory processing
that aids in distinguishing subtle
nuances in pronunciation and
intonation.
It's important to recognize that
ADHD leads to difficulties with
executive functions such as
working memory, organization,
and sustained attention.
' Empowering Creative Minds now
welcomes comments and questions from
readers, in relation to the article, as they
are intent on reflecting on everyone's
unique journey and learning from each
other to support neurodivergent
multilingual learners and educators.
The reason is simply
because it will generate a
greater understanding of the
subject as a whole for
everyone involved.
Find Out More:
https://empoweringcrea
tiveminds.com/
The Facts.
Empowering Creative Minds has published a
new article entitled ADHD and Multilingualism:
Breaking Barriers, which sheds light on the most
important aspects of ADHD in Multilingual
Learners: the article covers some of the
important aspects of breaking down barriers,
stigma and building on strengths.
This should be of particular interest
to school directors and educators
because there is an unsubstantiated
myth that reducing the amount of
languages for ADHD learners is a
good way to help stop 'confusion'.
One of the most important pieces
of information the article tries to
convey and communicate is
research has found that ADHD
alone does not have a large
negative influence on language
learning.
It is the limited ability to pay
attention to grammar or
vocabulary which can hinder
the learning process,
especially in younger learners.
So it is particularly important to
1) check for dyslexia or another
learning difference and 2) make
learning multisensory, interesting
and in short bursts.
The best example of this is perhaps
found in the following extract: 'With
ADHD, the brain may juggle
multiple thoughts at once, leading to
a unique learning path that can be
incredibly adaptive.
This can manifest as an ability to
make unconventional connections
between languages, or a
heightened auditory processing
that aids in distinguishing subtle
nuances in pronunciation and
intonation.
It's important to recognize that
ADHD leads to difficulties with
executive functions such as
working memory, organization,
and sustained attention.
' Empowering Creative Minds now
welcomes comments and questions from
readers, in relation to the article, as they
are intent on reflecting on everyone's
unique journey and learning from each
other to support neurodivergent
multilingual learners and educators.
The reason is simply
because it will generate a
greater understanding of the
subject as a whole for
everyone involved.
Find Out More:
https://empoweringcrea
tiveminds.com/