The diverse linguistic attainment and attitude development of children learning English as a foreign language in inclusive classes
The diverse linguistic attainment and attitude development of children learning English as a foreign language in inclusive classes

Summary/Abstract: The present paper reports on the findings of an action research project on the effectiveness of inclusion on a sample of 74 lower-primary English as a Foreign Language (EFL) learners. It was an attempt to diagnose linguistic and attitudinal differences in learning English as a foreign language between children with and without Special Educational Needs (SEN). The results demonstrate that young learners with SEN are able to learn some English within their individual predispositions and (dis)abilities, psycho-physical development and educational needs. However, even children with apparently the same diagnosis (e.g. ADHD) differ in the range, extent and rate of their foreign language (FL) development. The paper aims at discerning the contributing factors accounting for the discrepancies. Moreover, apart from the purely linguistic gains, the potential therapeutic benefits of learning a FL for children with SEN should not be overlooked.

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