English language teachers’ perceptions of support when teaching students with attention-related learning difficulties in Estonian lower secondary schools

Abstract

The present thesis discusses the perceptions of Estonian English language teachers regarding the professional and institutional support available to them when teaching lower secondary school students who display attention-related learning difficulties and symptoms associated with neurodevelopmental differences. The aim of this thesis is to examine how English language teachers experience and evaluate the support systems available to them in inclusive classroom settings. The study focuses on attention regulation and learning difficulties that may affect students’ participation in foreign language learning, particularly in English language classrooms where sustained attention, working memory and active classroom participation are required. The thesis consists of an introduction, a literature review and an empirical part. The literature review discusses inclusive education, cognitive processes related to attention and executive functioning, and the cognitive demands of foreign language learning. The empirical part presents a qualitative study based on semi-structured interviews with five Estonian English language teachers and analyses their experiences and perceptions of the support available to them when working with lower secondary school students who display attention-related learning difficulties. Keywords: inclusive education, attention-related learning difficulties, foreign language learning, English language teachers, teacher support.