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.