Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera

El propósito del documento es dar el análisis y la implementación de algunas actividades y su efecto a niños aprendices de una segunda lengua, para mitigar el comportamiento, como inatención, hiperactividad y distracción en aquellos estudiantes, y promover su proceso de aprendizaje del bilingüismo....

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Autores:: Velandia Pérez, Lina María

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2025

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: eng

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dc.title.none.fl_str_mv	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera
dc.title.translated.none.fl_str_mv	How to deal with attention deficit hyperactivity disorder (ADHD) in EFL context
title	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera
spellingShingle	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera Bilingüismo Cognición Síndrome de déficit de atención e hiperactividad Aprendizaje de una segunda lengua 370.1175 Bilingualism Cognition Attention deficit hyperactivity disorder Second-language learning
title_short	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera
title_full	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera
title_fullStr	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera
title_full_unstemmed	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera
title_sort	Cómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjera
dc.creator.fl_str_mv	Velandia Pérez, Lina María
dc.contributor.advisor.none.fl_str_mv	Moreno Torres, Jefferson Mauricio
dc.contributor.author.none.fl_str_mv	Velandia Pérez, Lina María
dc.subject.none.fl_str_mv	Bilingüismo Cognición Síndrome de déficit de atención e hiperactividad Aprendizaje de una segunda lengua
topic	Bilingüismo Cognición Síndrome de déficit de atención e hiperactividad Aprendizaje de una segunda lengua 370.1175 Bilingualism Cognition Attention deficit hyperactivity disorder Second-language learning
dc.subject.ddc.none.fl_str_mv	370.1175
dc.subject.keywords.none.fl_str_mv	Bilingualism Cognition Attention deficit hyperactivity disorder Second-language learning
description	El propósito del documento es dar el análisis y la implementación de algunas actividades y su efecto a niños aprendices de una segunda lengua, para mitigar el comportamiento, como inatención, hiperactividad y distracción en aquellos estudiantes, y promover su proceso de aprendizaje del bilingüismo. El principal objetivo de la investigación es asistir el efecto en estudiantes bilingües con los previos síntomas mencionados, el método, cualitativo y el diseño de la investigación acción que respalda en esta investigación, dos estudiantes implicados de 4 y 5 años de edad, participes en sus clases de Inglés en un nivel principiante, evidencian un comportamiento de inatención e hiperactividad, en base a la información recolectada en un jardín, ubicado en Suba, Bogotá. El test de Vanderbilt, un formato de observación y una entrevista final, fueron los instrumentos de recolección de datos para analizar la información durante el proceso de aprendizaje bilingüe en los estudiantes implicados. El efecto de estas actividades visto en el análisis, se improvisó el desarrollo cognitivo y el proceso de aprendizaje de la lengua, y algunas recomendaciones de como trabajar con estudiantes con inatención, hiperactividad y evidencia distracción.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-05-13T20:45:28Z
dc.date.available.none.fl_str_mv	2025-05-13T20:45:28Z
dc.date.issued.none.fl_str_mv	2025-01
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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identifier_str_mv	instname:Universidad El Bosque reponame:Repositorio Institucional Universidad El Bosque repourl:https://repositorio.unbosque.edu.co
dc.language.iso.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Aspers, P., Corte, U. (2029). What is Qualitative in Qualitative Research. Qual Social 42, 139–160 https://doi.org/10.1007/s11133-019-9413-7. Bamakan, H., M., S., Nurgaliev, I., & Qu, Q. (2019). Opinion leader detection: A methodological review. Science Direct, 115, 200-222. Bazzano,A.,L.,Durant,J.,& Brantley,R.,P.(2021). A Modern History of Informed Consent and the Role of Key Information. Ochsner Journal,21, 81-85.DOI: 10.31486/toj.19.0105 Bialystok, E., & Craik, I., M., F. (2022). How does bilingualism modify cognitive function? Attention to the mechanism. Psychonomic Bulletin & Review, 29, 1246-1269. https://doi.org/10.3758/s13423-022-02057-5 Birks, M., Hoare, K., & Mills, J. (2019). Grounded Theory: The FAQs. Invited State of the Methods Paper, 18, 1-7. https://doi.org/10.1177/1609406919882535 Bonuck,K., Shafer,V., Batino,R., Valicenti-McDermott,M.,R., Susssman, S., E., & McGrath, K. (2022). Language Disorders Research on Bilingualism, School- Age, and Related Difficulties: A Scoping Review of Descriptive Studies. Academic Pediatrics, 22(4), 518-525. https://doi.org/10.1016/j.acap.2021.12.002 Cavendish, W.& Connor, D.(2018). Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives. Learning Disability Quarterly, 41(1), 32-43. DOI: 10.1177/0731948716684680 Chung-Fat-Yim, A., Calvo, N., & Grundy, G., J. (2022). The Multifaceted Nature of Cognitive–Behavioral Play Therapy on Improvements in Expressive Linguistic Disorders https://doi.org/10.1016/j.eswa.2018.07.069 Corbin, J. (2017). Grounded theory. THE JOURNAL OF POSITIVE PSYCHOLOGY, 12(3), 301-302. http://dx.doi.org/10.1080/17439760.2016.1262614 Decuypere, M. (2020). Visual Network Analysis: A qualitative method for researching sociomaterial practice.Qualitative Research, 20(1), 73-90. https://doi.org/10.1177/1468794118816613 Dilshad, M., R., & Latif, I., M. (2013). Focus Group Interview as a Tool for Qualitative Research An Analysis. Pakistan Journal of Social Sciences (PJSS),33(1), 191-198. DOI: 10.1037/met0000129 Ebert, D., K., Rak, D., Slawny, M., C., & Fogg, L. (2019). Attention in Bilingual Children with Developmental Language Disorder. Journal of Speech, Language and Hearing Research. 62(4), 979-929. https://doi.org/10.1044/2018_JSLHR-L-18-0221 Fuermaier, B., M., A., Tucha, L., Butzbach, M., Weisbrod, M., Aschenbrenner, S., & Tucha, O. (2021). ADHD at the workplace: ADHD symptoms, diagnostic status and work-related functioning. Journal of Neural Transmission, 128, 1021-1031. https://doi.org/10.1007/s00702-021-02309-z García-Redondo, García,T., Areces, D., Núñez, C.,J., & Rodríguez,C.(2019). Serious Games and Their Effect Improving Attention in Students with Learning Disabilities. International Journal of Environmental Research and Public Health, 16(14), 1- 12.doi:10.3390/ijerph16142480 García, M., A, Ros, R., Hart, C., K., Graziano A., P. (2018). Comparing Working Memory in Bilingual and Monolingual Hispanic/Latino Preschoolers with Disruptive Behavior Disorders. Journal of Experimental Child Psychology, 166, 535-548. Getie, S., A. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. TEACHER EDUCATION & DEVELOPMENT, 7, 1-37. https://doi.org/10.1080/2331186X.2020.1738184 Gill, S., L. (2020). Qualitative Sampling Methods. Journal of Human Lactation. 36(4), 579- 581. doi:10.1177/0890334420949218 Broekman, P., F., B and Graboi-Rifkin, A. (2020). Mitigation of Perspective Association Between Early Language Delay at Toddlerhood and ADHD Among Bilingual Preschoolers: Evidence from the GUSTO Cohort. Journal of Abnormal Child Psychology, 48, 511-523. http://doi.org/10.1007/s10802-019-00607-5 Hardy, M., L, Tomb, M., Cha, Y., Banker, S., Muñoz, F., Paul, A., & Margolis, E., A. (2021). Bilingualism May Be Protective Against Executive Function and Visual Processing Deficits Among Children with Attention Problems. Journal of Attention Disorders, 25(6), 865-873. https://doi.org/10.1177/108705471986 Heron, M., Donaghue, H., & Balloo, K. (2023). Observational feedback literacy: designing post observation feedback for learning. TEACHING IN HIGHER EDUCATION. https://doi.org/10.1080/13562517.2023.2191786 Hökkä, P., Vähäsantanen, K., & Paloniemi, S. (2020). Emotions in Learning at Work: a Literature Review. Vocations and learning, 13(1), 1-25. https://doi.org/10.1007/s12186-019-09226-z Jagnmo, A., Halkola-Kuja, R., Pérez-Vigil, A., Almqvist, C., Bulik, M. C., D’Onofrio, B., Liechtenstein, P., Ahnemark, E., Werner-Kiechle, T. & Larsson, H. (2021). Attention deficit/hyperactivity disorder and occupational outcomes: The role of educational attainment, comorbid developmental disorders, and intellectual disability. PLOS ONE http://journal.pone.0247724.pdf. Köder, F., Sharma,C., Cameron, S., & Garraffa,M. (2022). The effects of bilingualism on cognition and behaviour in individuals with attention deficits: A scoping review. Frontiers in Psychology, 13, 1-1 https://doi.org/10.3389/fpsyg.2022.1057501 Lestari, M. & Wahyudin Y,. A. (2020). LANGUAGE LEARNING STRATEGIES OF UNDERGRADUATE EFL STUDENTS. Journal of English Language Teaching and Learning (JELTL), 1(1), 25-30. file:///C:/Users/57300/Downloads/242-753-1-PB.pdf Lindgren,M.,B.,Lundman,B.,& Graneheim, H.,U.(2020). Abstraction and interpretation during the qualitative content analysis process. International Journal of Nursing Studies,108, 1-6.https://doi.org/10.1016/j.ijnurstu.2020.103632 McGrath,C., Palmgren,J.P., & Liljedahl,M.(2018). Twelve tips for conducting qualitative research interview. MEDICAL TEACHER, 41(9), 1002-1006. https://doi.org/10.1080/0142159X.2018.1497149 Méndez-Freije,I., Areces, D., & Rodríguez, C. (2024). Language Skills in Children with Attention Deficit Hyperactivity Disorder and Developmental Language Disorder: A Systematic Review. Children, 11(14), 1-16. https://doi.org/10.3390/children11010014 Miklas, P., E., Jaber, S., L., & Starr, E. (2021). The Perceived Effectiveness of Full- Day Kindergarten for Children with ADHD. Canadian Journal of School Psychology, 36(4), 275–289. https://doi.org/10.1177/08295735211031435 Molineux, J. (2018). Using action research for change in organizations: processes, reflections and outcomes. Journal of Work-Applied Management, 10(1). 19- 34. DOI 10.1108/JWAM-03-2017-0007 Mor, B., Yitzhaki-Amsalem, S., & Prior, A. (2015). The Joint Effect of Bilingualism and ADHD on Executive Functions. Journal of Attention Disorders, 19(6), 527-541. https://doi.org/10.1177/1087054714527790 Mullet, R., D. (2018). A General Critical Discourse Analysis Framework for Educational Research. Journal of Advanced Academic, 29(2), 116- 143.https://doi.org/10.1177/1932202X18758260 Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431. https://doi.org/10.1177/1362168820941288 Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evid Based Nurse, 22(3), 1-2. 10.1136/ebnurs-2019-103145 Paralik,S., Sinal,A.,& Orhan,I.(2024). ADHD Symptoms Predict Second Language Learning Performance Better Than IQ. Tuijin Jishu/Journal of Propulsion Technology,45(2), 4126-4139.DOI: 10.52783/tjjpt.v45.i02.6598 Paralik, S., Sinal, A., & Orhan, I. (2024). ADHD Symptoms Predict Second Language Learning Performance Better Than IQ. Tuijin Jishu/Journal of Propulsion Technology,45(2), 4126-4139.DOI: 10.52783/tjjpt.v45.i02.6598 Paulus, T., Woods, M. Atkins, D., & Macklin, R. (2014). Current Reporting Practices Of ATLAS.ti User In Published Studies. https://doi.org/10.14279/depositonce-4841 Plummer,R.,B.,B.(2021).Understanding and Supporting L2 Learners with ASD and ADHD. SILC journal, 82-91. file:///C:/Users/57300/Downloads/08_sojoSILCkiyou_1_Plummer.pdf Ramos, E., Suarez, M., Hart, K., & Graziano, P. (2019). Syntactic and Semantic Abilities of Bilingual versus Monolingual Preschoolers with Language Impairment and ADHD. International Journal of Language and Linguistics, 6(2). doi:10.30845/ijll,v6n2p1 Reyes,V., Bogumil,E.,& Welch,E.,L.(2024). The Living Codebook:Documenting the Process of Qualitative Data Analysis. Sociological Methods & Research, 53(1), 89-120. https://doi.org/10.1177/0049124120986185 Rezaeerezvan, S., Kareshki, H., & Pakdaman, M. (2022). The Effect of Cognitive– Behavioral Play Therapy on Improvements in Expressive Linguistic Disorders of Bilingual Children. Frontiers, 12, 1-10. Riva, A. Musetti, A., Bomba,M.,Milani,L.,Montrasi,V.,& Nacinovich,R.(2021). Language- Related Skills in Bilingual Children With Specific Learning Disorders. Frontiers in Psychology, 11, 1-13.doi: 10.3389/fpsyg.2020.564047 Salehi, H., Khoii, R., & Arjmandnia, A., A.(2024). Impact of Dynamic Assessment on ADHD Learners' Knowledge of L2 Vocabulary and Working Memory: A Case Study. Research in English Language Pedagogy, 12(2), 309-329. DOI: 10.30486/relp.2023.1995287.1498 Salehi, H., Khoii,R., Rashtchi, M., & Arjmandnia, A., A.(2024). ADHD learners as victims or survivos in L2 learning context: a case of application of dynamic assessment to selective attention and reading comprehension ability. Asian-Pacific Journal of Second and Foreign Language Education, 9(10), 1-21. https://doi.org/10.1186/s40862-023-00229-x Sharma, M., J., Kastos, N., & Gibson, L., J. (2022). Associations bilingualism and attention deficit hyperactivity disorder (ADHD)- related behavior in a community sample of primary school children. AppliedPsycholinguistics,43,707- 725.Doi:10.1017/S0142716422000108 Stenfors, T., Kajamaa, A., & Bennet, D. (2020). How to … assess the quality of qualitative research. THE CLINICAL TEACHER, 17, 596-599. doi: 10.1111/tct.13242 Tahedoot, H. (2019). What Is the Best Response Scale for Survey and Questionnaire Design; Review of Different Lengths of Rating Scale/ Attitude Scale/ Likert Scale. International Journal of Academic Research in Management (IJARM), 8(1), 1-10. https://ssrn.com/abstract=3588604 Tompsett, C., Sanders, R., Taylor, C., & Cobley, S. (2017). Pedagogical Approaches to and Effects of Fundamental Movement Skill Interventions on Health Outcomes: A systematic Review. Sports Med,47, 1795-1819.DOI 10.1007/s40279-017-0697- Van der Oord, S.& Tripp, G. (2020). How to Improve Behavioral Parent and Teacher Training for Children with ADHD: Integrating Empirical Research on Learning and Motivation into Treatment. Clinical Child and Family Psychology https://doi.org/10.1007/s10567-020-00327-z Yusuf, M., Aini, N., Z., & Sugini. (2017). Effect Of Behavior Contract To Reduce Maladaptive Behaviors Of Students With ADHD. International Journal of Islamic and Civilizational Studies, 4, 1-7.www.http://jurnalumran.utm.my/index.php/umran
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spelling	Moreno Torres, Jefferson MauricioVelandia Pérez, Lina María2025-05-13T20:45:28Z2025-05-13T20:45:28Z2025-01https://hdl.handle.net/20.500.12495/14321instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEl propósito del documento es dar el análisis y la implementación de algunas actividades y su efecto a niños aprendices de una segunda lengua, para mitigar el comportamiento, como inatención, hiperactividad y distracción en aquellos estudiantes, y promover su proceso de aprendizaje del bilingüismo. El principal objetivo de la investigación es asistir el efecto en estudiantes bilingües con los previos síntomas mencionados, el método, cualitativo y el diseño de la investigación acción que respalda en esta investigación, dos estudiantes implicados de 4 y 5 años de edad, participes en sus clases de Inglés en un nivel principiante, evidencian un comportamiento de inatención e hiperactividad, en base a la información recolectada en un jardín, ubicado en Suba, Bogotá. El test de Vanderbilt, un formato de observación y una entrevista final, fueron los instrumentos de recolección de datos para analizar la información durante el proceso de aprendizaje bilingüe en los estudiantes implicados. El efecto de estas actividades visto en el análisis, se improvisó el desarrollo cognitivo y el proceso de aprendizaje de la lengua, y algunas recomendaciones de como trabajar con estudiantes con inatención, hiperactividad y evidencia distracción.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThe aim of the paper is to analyze the effect of the implementation of some activities to support young L2 learners, teaching and activities to avoid certain students’ behaviors such as inattention, hyperactivity, and distraction, and promote their L2 learning process. The main research objective is to study the effect on L2 learners with the previous symptoms mentioned. The study followed a qualitative approach and an action research design, the participants of this investigation were two students aged 4 to 5 years, participating in their English beginner classes evidenced inattention and hyperactivity behavior, according to information taken from a kindergarten in Suba, Bogotá. The data collection and materials to collect analytical information involving the Vanderbilt test, an observation format, and a final interview to analyze the student's L2 learning process. The data analysis showed the effect of those activities in improving the L2 learning processes and cognitive development, and some recommendations to teachers on how to work on students’ inattention, hyperactivity, and distraction are provided.application/pdfAttribution-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2BilingüismoCogniciónSíndrome de déficit de atención e hiperactividadAprendizaje de una segunda lengua370.1175BilingualismCognitionAttention deficit hyperactivity disorderSecond-language learningCómo lidiar con el deficit de atención e hyperactividad en el contexto de una segunda lengua extranjeraHow to deal with attention deficit hyperactivity disorder (ADHD) in EFL contextLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAspers, P., Corte, U. (2029). What is Qualitative in Qualitative Research. Qual Social 42, 139–160 https://doi.org/10.1007/s11133-019-9413-7.Bamakan, H., M., S., Nurgaliev, I., & Qu, Q. (2019). Opinion leader detection: A methodological review. Science Direct, 115, 200-222.Bazzano,A.,L.,Durant,J.,& Brantley,R.,P.(2021). A Modern History of Informed Consent and the Role of Key Information. Ochsner Journal,21, 81-85.DOI: 10.31486/toj.19.0105Bialystok, E., & Craik, I., M., F. (2022). How does bilingualism modify cognitive function? Attention to the mechanism. Psychonomic Bulletin & Review, 29, 1246-1269. https://doi.org/10.3758/s13423-022-02057-5Birks, M., Hoare, K., & Mills, J. (2019). Grounded Theory: The FAQs. Invited State of the Methods Paper, 18, 1-7. https://doi.org/10.1177/1609406919882535Bonuck,K., Shafer,V., Batino,R., Valicenti-McDermott,M.,R., Susssman, S., E., & McGrath, K. (2022). Language Disorders Research on Bilingualism, School- Age, and Related Difficulties: A Scoping Review of Descriptive Studies. Academic Pediatrics, 22(4), 518-525. https://doi.org/10.1016/j.acap.2021.12.002Cavendish, W.& Connor, D.(2018). Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives. Learning Disability Quarterly, 41(1), 32-43. DOI: 10.1177/0731948716684680Chung-Fat-Yim, A., Calvo, N., & Grundy, G., J. (2022). The Multifaceted Nature of Cognitive–Behavioral Play Therapy on Improvements in Expressive Linguistic Disorders https://doi.org/10.1016/j.eswa.2018.07.069Corbin, J. (2017). Grounded theory. THE JOURNAL OF POSITIVE PSYCHOLOGY, 12(3), 301-302. http://dx.doi.org/10.1080/17439760.2016.1262614Decuypere, M. (2020). Visual Network Analysis: A qualitative method for researching sociomaterial practice.Qualitative Research, 20(1), 73-90. https://doi.org/10.1177/1468794118816613Dilshad, M., R., & Latif, I., M. (2013). 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