Teaching English as a second language to school-aged students with autism spectrum disorder (ASD)

Abstract

The article examines effective pedagogical practices for teaching English as a second language (ESL) to students with autism spectrum disorder (ASD) in Kazakhstan. The unique neurodevelopmental profile of students with ASD—including social communication impairments, sensory sensitivities, and a strong need for routine—and how these characteristics impact language acquisition are analyzed. Drawing on both international and local Kazakhstani research, the article identifies key challenges and evidence-based strategies for inclusive ESL instruction (e.g. visual supports, structured routines, multisensory and technology-mediated methods). We propose a mixed-methods research design (teacher interviews, parent and student surveys, case studies) and present illustrative tables summarizing ASD characteristics and corresponding ESL accommodations. Expected findings include identification of (1) specific classroom accommodations needed by ASD learners (e.g. audiovisual resources, clear routines, individualized attention); (2) teacher training gaps in local ESL programs; and (3) differentiated ESL toolkits integrating Universal Design for Learning principles. Recommendations highlight the development of specialized ESL training modules and in-class co-teaching or support services. This work contributes new insights into inclusive ESL pedagogy in Kazakhstan, bridging local case observations (e.g. ASD students’ divergent outcomes in English vs. Kazakh learning) with global best practices to inform policy and teacher education.