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Learning a second language can be challenging, but it is even more difficult for individuals with Autistic Spectrum Disorder (ASD), a developmental condition that affects communication, social interaction, and behavior. Various characteristics define the disorder, such as difficulties in verbal and nonverbal communication and social interactions. ASD affects many students globally, limiting their ability to learn. Students with ASD can experience various challenges when learning a second language, factors that teachers should consider to implement appropriate strategies that support such learners in an inclusive environment.
ASD students may struggle to communicate effectively, making it challenging to practice speaking a new language in a classroom setting. Individuals with ASD may struggle with social cognition, including understanding others perspectives, recognizing emotions, and interpreting social cues (Cook & Ogden, 2021, p. 372). Additionally, they may have difficulty initiating and maintaining social reciprocity, the back-and-forth exchanges that occur during social interactions, leading to a breakdown in communication (Wu, 2022, p. 265). Moreover, many individuals with ASD have difficulty with language, making it challenging to communicate effectively in social situations. Some individuals may have delayed language development, while others may have trouble with pragmatic language skills, which involve using language appropriately in social contexts. Further, students with ASD have differences in sensory processing, which can affect their ability to engage in social communication. For example, they may be hypersensitive to certain sounds or textures, making participating in conversations or social activities difficult.
Students with ASD may experience sensory overload in a new language learning environment due to unfamiliar sounds, sights, and smells, making it difficult to concentrate on language tasks. A new language environment may introduce unfamiliar sounds difficult to process for some individuals with ASD (Cook & Ogden, 2021, p. 373). Language learning often involves visual aids and materials like charts, flashcards, and videos. An overstimulating visual environment can be overwhelming and cause sensory overload for some individuals with ASD. Additionally, language learning often involves social interaction, which can be challenging for individuals with ASD. The new language environment may require the individual to engage in new social situations, such as asking questions, participating in group activities, or conversing with peers, which can be stressful and cause sensory overload. Moreover, individuals with ASD often have differences in sensory processing, making it difficult to adapt to a new language learning environment.
ASD students may have difficulty understanding figurative language, idioms, and metaphors commonly used in second language instruction. Many languages use idiomatic expressions, metaphors, and other figurative languages that can be challenging for individuals with ASD to understand (Cook & Ogden, 2021, p. 374). Since ASD students tend to have difficulty with social communication and understanding abstract concepts, they may struggle to interpret these language nuances in a literal way. Individuals with ASD may think rigidly and struggle with flexibility in their thinking. This factor can make it challenging for them to recognize the understated differences in meaning that can arise through figurative language, especially when the meaning needs to be explicitly stated. ASD students often have a more literal way of thinking and may have difficulty understanding the nuances of a second language that native speakers take for granted. For example, they may have difficulty understanding sarcasm or irony, creating misunderstandings.
ASD students may struggle with routine changes, making it difficult for them to adapt to new language learning materials or teaching methods. Individuals with ASD often need predictability and routine to feel secure and comfortable. Changes in routine can create stress and anxiety for these students, making it difficult for them to adjust to new situations and learn effectively (Cook & Ogden, 2021, p. 374). Transitions between activities or locations involved in changes in routine can be challenging for students with ASD. Additionally, changes in routine can also impact sensory processing for some individuals with ASD (Ghedeir Brahim, 2022, p. 205). For example, a location change may introduce new sensory stimuli that can be overwhelming or distracting, such as different lighting, sounds, or textures. Changes in routine can disrupt ASD students ability to manage their time effectively, leading to confusion, frustration, and inability to learn a new language.
Some students with ASD may have a narrow range of interests and struggle to engage with language learning materials that do not align with those interests. Many individuals with ASD have difficulty with social communication, limiting their ability to engage in reciprocal conversations with peers and adults (Wu, 2022, p. 265). The students may have a narrow range of interests that align with their sensory preferences, making it challenging to learn ESL (Cook & Ogden, 2021, p. 372). For example, they may enjoy playing with certain textures or materials, watching repetitive patterns or visual stimuli, or listening to specific sounds. Moreover, Students with ASD may have areas of strength and expertise and may be drawn to activities that allow them to showcase their strengths. Consequently, they may spend more time engaged in activities that align with their interests rather than exploring new areas of learning.
ASD students may struggle with planning, organizing, and initiating tasks, making it challenging to keep up with the demands of second language instruction. Individuals with ASD may struggle with planning and organizing their work, making it challenging to manage the demands of ESL classes. They have difficulties in breaking down assignments into smaller tasks, prioritizing their work, and managing their time effectively. Some individuals with ASD may struggle with initiating tasks, particularly if they do not understand the purpose or importance of the task (Ghedeir Brahim, 2022, p. 206). This factor can make starting assignments in ESL classes challenging, especially if they are unfamiliar with the language or concepts being taught. People with ASD may have trouble with working memory, making it challenging to retain new vocabulary or grammar rules in ESL classes (Hashim et al., 2022, p. 3). Additionally, students with ASD may have difficulty shifting their focus from one task to another, negatively impacting their ability to transition between different activities in ESL classes.
While ELS can be challenging for students with ASD, teachers can use different strategies to support such learners in an inclusive language learning environment. Teachers can use assistive technologies to help ASD students learn ESL and provide additional support and accommodation to facilitate their learning (Petersson-Bloom & Holmqvist, 2022, p. 5). Examples of such technologies helpful to ASD students are visual aids, speech-to-text software, text-to-speech software, and adaptive keyboards and mouse. Incorporate visual aids such as pictures, diagrams, and videos to help students understand new vocabulary and concepts (Hashim et al., 2022, p. 4). Speech-to-text software can help ASD students who struggle with writing or spelling, allowing them to dictate their answers or responses instead of typing or writing them down. Conversely, text-to-speech software can help ASD students who struggle with reading or processing written text by providing an audio version that they can listen to instead (Cook & Ogden, 2021, p. 375). Adaptive keyboards and mice can accommodate the motor difficulties that some ASD students may have, allowing them to type or navigate a computer more easily.
In addition, teachers can establish predictable routines and clear expectations for classroom behavior and activities to accommodate ASD students. Consistent routine and clear expectations can help reduce anxiety and increase comfort and security (Petersson-Bloom & Holmqvist, 2022, p. 3). Additionally, they can help ASD students better understand what is expected of them and what will happen next, enhancing their ability to plan and prepare for upcoming activities and reducing uncertainty and anxiety. The strategy can further help ASD students to understand social interactions and appropriate social behavior better, provide structures that support executive functioning, and ensure that the learners feel more comfortable and confident in the classroom.
Moreover, teachers can offer students with ASD sensory breaks such as a quiet corner, noise-canceling headphones, or fidget toys to help them regulate their sensory needs. Sensory breaks can help ASD students regulate their sensory input, which can become overwhelming or overstimulating in a new language learning environment (Petersson-Bloom & Holmqvist, 2022, p.6). Additionally, the breaks can help ASD students improve their attention and focus, allowing them to engage better in their ESL lessons. The breaks can also help ASD students develop self-regulation skills essential for language learning since they can allow them to stay calm and focused even in challenging or unfamiliar situations. Further, sensory breaks can help to reduce anxiety and stress for ASD students, making it easier for them to learn and engage in their ESL lessons.
Further, teachers can use positive reinforcements, allow for special interests, use simplified language, and collaborate with parents and support staff to support inclusive environments for ASD students. Teachers can encourage and praise students for their efforts and progress and provide constructive feedback in a positive and supportive manner (Hashim et al., 2022, p. 4). Allowing ASD students to incorporate their special interests into language learning activities can increase their engagement and motivation. Teachers should use simple and clear language when teaching new concepts and avoid using overly complex sentence structures or idioms that may be difficult for students with ASD to understand (Petersson-Bloom & Holmqvist, 2022, p. 3). The teachers must work closely with parents, support staff, and other professionals to develop individualized strategies and accommodations that meet the unique needs of each student with ASD.
Conclusively, students with ASD experience various challenges when learning a second language, factors that teachers should consider to adopt appropriate strategies that support such learners in an inclusive environment. ASD students may struggle to communicate effectively, experience sensory overload, and have difficulty understanding figurative language in ESL classes. Additionally, they are likely to struggle with change in routine and planning, organizing, and initiating tasks, have a narrow range of interests, and are prone to stress and anxiety associated with the learning environment. However, teachers establish an inclusive environment for ASD students by using such strategies as assistive technologies, establishing predictable routines and clear expectations, and offering sensory breaks for ASD learners. Moreover, they use positive reinforcements, allow for special interests, use simplified language, and collaborate with parents and support staff to support inclusive environments for ASD students.
Reference List
Cook, A. and Ogden, J. (2021) Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: A qualitative study, European Journal of Special Needs Education, 37(3), pp. 371385. Web.
Ghedeir Brahim, M. (2022) Teaching English to students with autism spectrum disorders: Challenges and teaching strategies, English Studies at NBU, 8(2), pp. 203214. Web.
Hashim, H.U., Yunus, M.M. and Norman, H. (2022) Autism children and English vocabulary learning: A qualitative inquiry of the challenges they face in their English vocabulary learning journey, Children, 9(5), pp. 112. Web.
Petersson-Bloom, L. and Holmqvist, M. (2022) Strategies in supporting inclusive education for autistic studentsa systematic review of qualitative research results, Autism & Developmental Language Impairments, 7, pp. 115. Web.
Wu, Z. (2022) Challenges encountered by children with autism spectrum disorder: From the perspective of academic performances and Education Service Providers, Highlights in Business, Economics and Management, 4, pp. 263271. Web.
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