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In different conversational contexts, pragmatics, which is the social use of language, allows us to manage the way other aspects of language are used (Prutting & Kirchner, 1987; Searle, 1969). However, some children who have attention deficit hyperactivity disorder (ADHD) or who have a developmental language disorder (DLD) have difficulty with this aspect, making it difficult for them to communicate well in different situations. ADHD is one of the most common psychiatric disorders found in children (Cantwell, 1996). Since ADHD reduces a child's ability to pay attention, these children often have learning difficulties. Often, there are more academic difficulties found in children who have ADHD and DLD (Ozerk, Handorff, & Ozerk, 2011; Zylowska, Ackerman, Yang, Futrell, Horton, Hale, & al., 2007).  DLD is a disorder characterized by problems in understanding and/or expressing language without being caused by another disorder or syndrome. Speech-language pathologists are often called upon to evaluate and document the coexistence of DLD in children with ADHD (American Speech-Language-Hearing Association, 1997). However, assessing the language of children who have ADHD is not an easy task. As many children with ADHD experience difficulties with attention and learning their first language (L1), some researchers suggests that ADHD may also affect learning of a second language (L2).  However, since few, if any, studies have explored this topic, the aim of this study would be to explore the impact of ADHD on L2 learning. This exploratory study will examine the language skills of three different groups of children: children without ADHD, children with ADHD and children with ADHD and DLD.

Le développement d'une langue seconde chez des enfants qui ont un trouble déficitaire d'attention avec hyperactivité (TDAH)