Autism Children and English Vocabulary Learning: A Qualitative Inquiry of the Challenges They Face in Their English Vocabulary Learning Journey

Language learning is one of the most important aspects of an individual's life development and growth. Normal learners' English language acquisition differs depending on their preferences and learning styles. Children with autism, on the other hand, appear to have different learning method...

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Bibliographic Details
Published in:Children (Basel) 2022-04, Vol.9 (5), p.628
Main Authors: Hashim, Haida Umiera, Yunus, Melor Md, Norman, Helmi
Format: Article
Language:English
Subjects:
Autism
autism education
Autistic children
challenges
Cognitive style
Consent
English language
ESL learning
Focus groups
Grammar
Inclusive education
Language acquisition
language learning
Learning
Linguistics
Native language acquisition
Parent-child relations
Parents & parenting
Pediatrics
Social interaction
Speaking
Special education
Students
Syntax
Verbal communication
Vocabulary learning
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Summary:Language learning is one of the most important aspects of an individual's life development and growth. Normal learners' English language acquisition differs depending on their preferences and learning styles. Children with autism, on the other hand, appear to have different learning methods and routines. There has been a lot of previous work on the language learning styles of normal learners, but not much on the language learning path of children with autism. Due to that, this study aims at investigating the challenges children with autism face in their English vocabulary learning. Observations and focus group discussions were conducted with 45 children with autism, 4 autism education teachers, 2 occupational therapists and a parent of children with mild autism children to investigate the challenges autism children face in their vocabulary learning. The findings have gathered that autistic children encounter a few challenges occasionally in their English vocabulary learning journey. The data were gathered and arranged thematically. Further recommendations and suggestions are discussed in this study.
ISSN:2227-9067
2227-9067
DOI:10.3390/children9050628