Teaching Second Languages to Individuals with Autism Spectrum Disorder: A Theoretical Review
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This article explores whether the acquisition of a second language by individuals with autism spectrum disorder proves beneficial in the reduction of their symptoms. The methodology employed is a qualitative theoretical survey of more than 70 sources. Although research into this subject has increased in recent years, both autism and bilingualism require more rigorous study, especially regarding the connections between the two. From a didactic perspective, strategies and methodologies for teaching second languages to individuals with ASD are analyzed. There are still many unresolved questions about how bilingualism affects people with autism. The use of a second language produces changes in the brain that can be beneficial for autistic individuals who experience difficulties with their native tongue, improving their expressive capacities. The conclusion is that bilingualism receives a greater degree of support from the authors surveyed, and the majority of those not recommending bilingualism condition their stance on whether the subjects have surmounted the primary language acquisition stage.
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