Supporting Autistic Pupils in the EAL Classroom

Abstract

This chapter focuses on how to optimally support autistic children in the EAL classroom. There has been a seismic shift in recent years towards a social model of autism, which is described here, beginning with introducing what autism is (and what it is not). The chapter begins by providing an overview of recent findings relating to social communication skills and how these findings are crucial to implementing inclusive practice in the classroom. This chapter focuses on the implications of autism for learning, language development, and English language learning, suggesting strategies to support pupils’ learning by leveraging their strengths and harnessing their interests. A comprehensive review of the current evidence regarding the intersection of autism and additional language learning, such as English, is presented. The chapter addresses common misconceptions about bilingualism for autistic children. It then presents evidence regarding the different effects of bilingualism on the thinking and learning skills of autistic children, before reporting on the relationship between bilingualism and the lived experiences of autistic people themselves. Finally, the chapter explores recommendations for good practice when supporting autistic pupils in their bilingual development and their learning of English as an additional language, with a particular focus on education research in the EAL classroom.