JOHOR BAHRU, May 14 – An engaging scholarly dialogue session titled “Balancing Hyperfocus and Adversities: Exploring the Dynamics of Adult ADHD in Language Acquisition” was held at Perpustakaan Raja Zarith Sofiah, Universiti Teknologi Malaysia (UTM) Johor Bahru, in conjunction with the Festival of Languages and Cultures (FLC) 2025. Organised by the Language Academy, Faculty of Social Sciences and Humanities (FSSH), the festival celebrates linguistic and cultural diversity across the globe. The two-day event featured workshops and expert-led dialogues on linguistics, cultural performances, and interactive activities promoting local language and cultural diversity.
The first scholarly dialogue session was delivered by Nurfarah Athirah Abdullah Sidek, an academic staff member from the FSSH, UTM Kuala Lumpur. Integrating academic understanding with personal experience, Nurfarah edified the audience on the unique challenges of adults with Attention Deficit Hyperactivity Disorder (ADHD) in acquiring new languages. She shared a personal and candid account of her own diagnostic journey, which began during her postgraduate studies in the United Kingdom (UK).
Initially misdiagnosed with Seasonal Affective Disorder (SAD) – a mood disorder triggered by the change in season during winter – she continued to experience difficulties with her executive functioning. Following further evaluation by a psychiatrist, she was later diagnosed with ADHD at the age of 26. This turning point not only reshaped her self-understanding but also influenced her teaching philosophy and approach to inclusive education.
Nurfarah Athirah explained that in recent years, ADHD has increasingly been recognised not merely as a disability, but as a form of “neurodivergence” – reflecting a natural variation in cognitive functioning rather than a deficit in ability. Traditionally, ADHD has been primarily associated with boys and viewed as a childhood disorder, as young boys tend to exhibit more externalised hyperactive behaviours. In contrast, girls are often more adept at social masking, with their hyperactivity typically internalised, making it less noticeable and harder to diagnose. As a result, ADHD in women often remains undiagnosed until their late 30s due to subtler or misunderstood symptoms.
Building on her personal narrative and teaching experience, Nurfarah Athirah outlined how adult ADHD-related traits such as hyperfocus, executive dysfunction, and emotional regulation can both hinder and enable language learning. She emphasised the importance of recognising neurodivergent students’ needs and adopting inclusive practices in the classroom. While ADHD traits are frequently mislabelled as “laziness”, she highlighted that the hyperfocus state presents its own unique strengths. It enables neurodivergent learners to intensely concentrate on topics that capture their interest, thus accelerating their learning progress during these bursts of focus.
However, this state of mind also comes with its drawbacks. Learners may become so absorbed that they neglect basic needs such as eating, taking bathroom breaks or staying hydrated. Over time, this can lead to quicker burnout, and their enthusiasm may fade as frustration sets in. Therefore, implementing strategies such as body doubling, a reward system, and task chunking is essential to help sustain motivation, hence preventing burnout among neurodivergent learners.
The session was blessed with a multicultural audience of school children and teachers, UTM staff and students (both local and international), as well as foreign delegates from the Philippines and Vietnam. Attendees were challenged to think about how education systems can be optimised to serve neurodiverse individuals better through mechanisms such as systematic mentoring, the use of pictures, learning through interest, and cultivating more empathy.
This session provided valuable insights into language education from a neurodivergent perspective and underscored UTM’s commitment to fostering inclusive academic spaces. Wrapping up the session on an empowering note, Nurfarah Athirah stated: “Neurodiversity is not a flaw—it’s a feature,” reaffirming the belief that each student, regardless of how their brain is wired, possesses unique brilliance and potential.
By: Nurfarah Athirah Abdullah Sidek & Fatin Dalila Aznor Suandi