The difficulties faced by Down syndrome pupils in developing English speaking skill at primary level

Abstract

Inclusive education has become a crucial aspect of modern pedagogy. Among these learners are pupils with Down syndrome, who often face challenges in acquiring foreign language skills, particularly in speaking English. These challenges are rooted in both cognitive and linguistic difficulties. It aims to explore the difficulties faced by primary school pupils with Down syndrome in developing English-speaking skills. Specifically, it investigates the linguistic and educational barriers encountered by these learners throughout their language learning process, such as limited verbal expression, delayed speech development, speech production issues, auditory processing difficulties, and memory retention problems. It also examines how social interactions with peers and teachers influence their speaking abilities, either by facilitating or impeding progress. In addition, the research evaluates the effectiveness of existing teaching methodologies and materials in addressing the specific learning needs of these pupils and seeks to identify practical strategies to enhance their language acquisition. To achieve these objectives, two data collection tools were employed: a questionnaire administered to 58 Primary school’s English teachers working across Ain Témouchent, and an interview with eight of them. The responses were analyzed using both quantitative and qualitative methods. The findings shows that the majority of teachers consider the current curriculum design inadequate for meeting the needs of pupils with Down syndrome, highlighting a lack of specific strategies and appropriate training for educators. They emphasize the importance of teacher training programs. Furthermore, the study recommends evidence-based interventions such as multisensory learning techniques, assistive technology, and individualized instruction to support and enhance language development. By addressing these areas, the research seeks to improve the effectiveness of English language for pupils with Down syndrome.