<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300357</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.20</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de intervención educativa en el área de inglés en educación primaria para estudiantes con trastorno por déficit de atención e hiperactividad]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational intervention strategies in the english language classroom for students with Attention-Deficit/Hyperactivity disorder in primary education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de intervenção educacional na área de inglês para estudantes com transtorno de déficit de atenção e hiperatividade na educação primária]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moro-Ramos]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>357</fpage>
<lpage>376</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300357&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El siguiente artículo presenta el análisis que se realizó sobre la pedagogía de una maestra de lengua extranjera (inglés) en un colegio de educación primaria.  Objetivo.  El objetivo de esta actuación es analizar la pedagogía de la especialista en lengua extranjera (inglés); concretamente, examinar las medidas llevadas a cabo con el alumnado con trastorno por déficit de atención e hiperactividad (TDAH). Se pretende plantear un modelo realista en el paradigma de la enseñanza y el aprendizaje de la lengua anglosajona como segunda lengua con escolares con TDAH.  Metodología.  A través de la técnica de investigación documental, se revisará la práctica educativa, se analizarán y pondrán en práctica diversas metodologías y se modificará la praxis educativa para añadir los ajustes de intervención necesarios para que todo el alumnado, con TDAH o sin este, aprenda inglés como ESL (del inglés English as a Second Language).  Resultados.  A partir de este análisis, se mostrarán una serie de estrategias para trabajar el área de inglés con escolares con TDAH.  Discusión.  Partiendo de que este es un trastorno neurobiológico en el que la repercusión que tiene en cada persona es distinta y las áreas en las que pueden presentar problemas difieren de unas a otras, se proponen diversas actividades y tácticas basadas en el análisis del discurso para dotar a estas personas de las destrezas necesarias para la adquisición del inglés como segundo idioma. Asimismo, en el presente artículo se muestran dos modelos para el entrenamiento cognitivo de niños y niñas con hiperactividad o sin esta para actividades orales y escritas en inglés como L2.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction. This article analyzes the pedagogy of an ESL teacher in a primary school.  Objective.  This investigation aims to evaluate the instruction of the ESL teacher, more specifically to analyze the measures implemented with attention-deficit/hyperactivity disorder (ADHD) learners. All these ideas outline a realistic model in the paradigm of teaching and learning English as a second language with ADHD students.  Methods.  Under a desk research scope, the teacher&#8217;s instruction is reviewed, several methodologies are analyzed and put into practice, and the educational practice is modified to adjust the intervention procedures to ensure that all pupils, with or without ADHD, learn ESL.  Results. As a result of this study, several techniques are recommended to teach ESL to ADHD students.  Discussion.  Based on the fact that ADHD is a neurobiological disorder where the impact in every person diverges and the possible problematic areas differ from one to another, several activities and techniques are proposed to provide these individuals with the skills they need to acquire English as a second language. Additionally, this article also proposes two cognitive training self-instruction models for children, with and without ADHD, for oral and written activities in ESL.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O seguinte artigo apresenta a análise realizada sobre a pedagogia de uma professora de língua estrangeira (inglês) em um colégio de Educação Primária.  Objetivo.  O objetivo desta atuação é analisar a pedagogia da especialista em língua estrangeira (inglês), mas concretamente, examinar as medidas realizadas a estudante com TDAH (Transtorno de Déficit de Atenção e Hiperatividade). Pretende-se planejar um modelo realista no paradigma do ensino e a aprendizagem da língua anglo-saxônica como segunda língua a estudantes com TDAH.  Metodologia.  Através da técnica de pesquisa documental, revisar-se-á a prática educativa; várias metodologias serão analisadas e colocadas em prática, e modificar-se-á a práxis educacional para acrescentar os ajustes de intervenção necessários para que o grupo de estudantes com ou sem TDAH, aprendam inglês como ESL (do inglês &#8220;English as a Second Language&#8221;).  Resultados.  A partir desta análise será mostrada uma série de estratégias para trabalhar a área de inglês com estudantes com TDAH.  Conclusão.  Partindo de que este é um transtorno neurobiológico no qual a repercussão que tem em cada pessoa é diferente e as áreas nas quais podem apresentar problemas diferem de uns a outros, propõem diversas atividades e táticas baseadas na análise do discurso para dotar a estas pessoas com as destrezas necessárias para a aquisição do inglês como segundo idioma. Da mesma forma, no presente artigo mostram-se dois modelos para o treinamento cognitivo de estudantes com ou sem hiperatividade para atividades orais e escritas em inglês como L2.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis del discurso]]></kwd>
<kwd lng="es"><![CDATA[dificultades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[inglés, lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[TDAH.]]></kwd>
<kwd lng="en"><![CDATA[Discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[learning disabilities]]></kwd>
<kwd lng="en"><![CDATA[teaching languages]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[foreign language]]></kwd>
<kwd lng="en"><![CDATA[ADHD.]]></kwd>
<kwd lng="pt"><![CDATA[Análise do discurso]]></kwd>
<kwd lng="pt"><![CDATA[dificuldades de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino de idiomas]]></kwd>
<kwd lng="pt"><![CDATA[inglês língua estrangeira]]></kwd>
<kwd lng="pt"><![CDATA[TDAH.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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