Autism Spectrum Disorder and Foreign Language Learning – Barriers and Prospects for Equal Language Learning Opportunities

Abstract

Autism spectrum disorders manifest differently and includes difficulties at the communication and social interaction levels, as well as atypical patterns of behaviour and activities (difficulties changing activities, focusing on details, and unusual reactions to stimuli). Persons with ASD have different needs and abilities that do not have a permanent character and at the same time, affect their capacity for acquiring knowledge and skills. Based on an analysis of recent literature, the paper provides an overview of research on the topic of multilingualism, foreign language teaching to people with autism spectrum disorder, and the way in which people with autism spectrum disorder learn/acquire a foreign language. The aim of the paper is to provide insight into the main findings in the field of foreign language teaching and instruction for persons with ASD, to outline the most common teaching methods, existing interpretations, and theoretical frameworks. The results of the analysis highlight areas that require further investigation and suggest new research questions related to teaching English as a foreign language to persons with ASD.