Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam

Recently included in general education as a compulsory subject since Grade 3, English has established itself in Vietnam as a crucial foreign language for the people to communicate effectively in a globalization era. As a result, English language teaching for primary students has drawn increasing...

Full description

Saved in:
Bibliographic Details
Main Authors: Ha, Vu Hai, Uyen, Nguyen Nha
Format: Article
Language:English
Published: H. : ĐHQGHN 2020
Subjects:
ASD
Online Access:http://repository.vnu.edu.vn/handle/VNU_123/89345
Tags: Add Tag
No Tags, Be the first to tag this record!
Institution: Vietnam National University, Hanoi
Language: English
id oai:112.137.131.14:VNU_123-89345
record_format dspace
spelling oai:112.137.131.14:VNU_123-893452020-08-06T08:08:40Z Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam Ha, Vu Hai Uyen, Nguyen Nha ADHD ASD English language teachin Classroom management Primary education Vietnam Recently included in general education as a compulsory subject since Grade 3, English has established itself in Vietnam as a crucial foreign language for the people to communicate effectively in a globalization era. As a result, English language teaching for primary students has drawn increasing attention from various educators and researchers. However, their studies and teaching practices often overlook students with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder (ADHD and ASD) - two of the most popular mental disorders in children. In this regard, this mixed-method case study explores the challenges facing, and the solutions the teachers of ADHD and ASD students in Vietnam have been actively drawing on to facilitate their classroom management. After conducting survey questionnaires with 109 English language teachers from 20 cities located in the three regions of Vietnam, the study proceeded with a series of interviews with teachers along with in-class observations. The results indicate that despite these prevailing difficulties, teachers were able to formulate teaching techniques to showcase plenty of innovativeness and versatility in terms of classroom management, despite certain occurrences of potential harmful acts due to the lack of special education training. The discussion could carry useful implications for researchers and teachers working with ADHD and ASD students in Vietnam. 2020-08-06T08:08:40Z 2020-08-06T08:08:40Z 2020 Article Ha, V. H., & Uyen, N. N. (2020). Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam. VNU Journal of Foreign Studies, Vol.36, No.3 (2020) 53-69. 2525-2445 http://repository.vnu.edu.vn/handle/VNU_123/89345 en Foreign Studies; application/pdf H. : ĐHQGHN
institution Vietnam National University, Hanoi
building VNU Library & Information Center
country Vietnam
collection VNU Digital Repository
language English
topic ADHD
ASD
English language teachin
Classroom management
Primary education
Vietnam
spellingShingle ADHD
ASD
English language teachin
Classroom management
Primary education
Vietnam
Ha, Vu Hai
Uyen, Nguyen Nha
Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam
description Recently included in general education as a compulsory subject since Grade 3, English has established itself in Vietnam as a crucial foreign language for the people to communicate effectively in a globalization era. As a result, English language teaching for primary students has drawn increasing attention from various educators and researchers. However, their studies and teaching practices often overlook students with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder (ADHD and ASD) - two of the most popular mental disorders in children. In this regard, this mixed-method case study explores the challenges facing, and the solutions the teachers of ADHD and ASD students in Vietnam have been actively drawing on to facilitate their classroom management. After conducting survey questionnaires with 109 English language teachers from 20 cities located in the three regions of Vietnam, the study proceeded with a series of interviews with teachers along with in-class observations. The results indicate that despite these prevailing difficulties, teachers were able to formulate teaching techniques to showcase plenty of innovativeness and versatility in terms of classroom management, despite certain occurrences of potential harmful acts due to the lack of special education training. The discussion could carry useful implications for researchers and teachers working with ADHD and ASD students in Vietnam.
format Article
author Ha, Vu Hai
Uyen, Nguyen Nha
author_facet Ha, Vu Hai
Uyen, Nguyen Nha
author_sort Ha, Vu Hai
title Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam
title_short Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam
title_full Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam
title_fullStr Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam
title_full_unstemmed Classroom management techniques for teaching English inclusively to adhd and asd primary students in Vietnam
title_sort classroom management techniques for teaching english inclusively to adhd and asd primary students in vietnam
publisher H. : ĐHQGHN
publishDate 2020
url http://repository.vnu.edu.vn/handle/VNU_123/89345
_version_ 1680963476296564736