English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

Abstract

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

“…In their study, Hashim, Yunus, and Norman (2021) have proven that children with autism indeed encounter challenges and issues in their language learning journey. Due to their different behaviors and characteristics, teachers sometimes struggle to try to personalize the learning materials for them.…”

How Do They Do It? Vocabulary Learning Strategies Used by Hungarian EFL Learners with Autism Spectrum Disorder

“…Their tendency to systemise may help them with learning word parts, creating groups of words and learning multi-word units, all of which are of key importance according to Nation (2022) and Web and Nation (2017). In addition to this, Hashim et al (2021) state that autistic children's learning English is faster than learning L1 in certain cases. They link it to specific characteristics of the English language itself.…”

Individualized Guidance to Empower an L2 Learner With Autism Spectrum Disorder in Academic Essay Writing

“…With regards to the second/foreign language (L2) learning context, learners with ASD seemed to face doubled challenges as they need to learn an L2 even when they may struggle to communicate in their first language or mother tongue (L1) (Barletta, 2018). A recent study in Malaysia by Hashim et al (2021) reported several obstacles faced by young autistic learners of English such as difficulty in learning new vocabulary, in responding to and initiating interactions, further hampering the learning process. However, Hashim et al (2021) also highlighted the crucial roles teachers play in facilitating learners with ASD to learn an L2.…”

“…A recent study in Malaysia by Hashim et al (2021) reported several obstacles faced by young autistic learners of English such as difficulty in learning new vocabulary, in responding to and initiating interactions, further hampering the learning process. However, Hashim et al (2021) also highlighted the crucial roles teachers play in facilitating learners with ASD to learn an L2. An example of the important role of a teacher to help learners with ASD could be seen from a study conducted by Zohoorian et al (2021) involving two learners with ASD, one with a moderate spectrum and the other one with a severe spectrum.…”