Investigating the Methods of Teaching English as a Foreign Language to Students with Autism Spectrum Disorder

Zahra Zohoorian; Nader Matin Sadr; Tayyebe  Mohammadi-Nezhad; Farbod Matin  Sadr

doi:10.18502/jmr.v18i3.16414

Zahra Zohoorian Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran.
Nader Matin Sadr Department of Occupational Therapy, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran.
Tayyebe Mohammadi-Nezhad Department of Occupational Therapy, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran.
Farbod Matin Sadr Department of Occupational Therapy, School of Rehabilitation, Semnan University of Medical Sciences, Semnan, Iran.

DOI: https://doi.org/10.18502/jmr.v18i3.16414

Keywords: Autism spectrum disorder (ASD); Teaching; Language learning

Abstract

Introduction: Teaching foreign languages, such as English, as an international language, to children with autism spectrum disorder (ASD) has been considered by the researchers of language instruction, language learning, and teachers of children with special needs. The population of children diagnosed with autism is rapidly growing and they must have similar opportunities for enhancing life skills, education, successful interactions, and universal communicative skills.

Materials and Methods: This study reviews and discusses the findings of past studies that investigated effective ways and efficient methods for teaching these children English as a foreign language.

Results: Although there has been restricted literature throughout the world, the reviewed studies demonstrated improvement of English language learning by suitable strategies and various methods, including pictures representing, humanoid robots, Montessori-oriented methods, applied behavior analysis (ABA), cognitive method, the picture exchange communication system (PECS), well-designed educational environments, mixed methods and strategies, speech therapy, media, total physical response (TPR), and individualized education plan (IEP).

Conclusion: This narrative review encourages various interventions and integrated methods for teaching the English language to autistic children, considering their differences from diverse aspects.