Desafios do ensino de inglês para alunos com transtorno do espectro autista no Brasil: uma revisão bibliográfica

Abstract

Teaching English to students with Autism Spectrum Disorder (ASD) presents a number of challenges, especially when it comes to integrating them with the other students in the Brazilian mainstream regular classroom. In light of this, this paper aims to analyze the challenges presented in the classroom when teaching students on this spectrum, especially with regard to teaching English as an L2. This study aims to explore the learning of English as a second language (L2) in Brazilian mainstream elementary school students who are on the autistic spectrum, using a literature review based on articles in studies in the field. More specifically, the qualitative research, based on a literature review, adopts Lev Vygotski's social-interactionist theory to discuss how inclusive pedagogical practices can favor the linguistic and social development of these students. In addition to this theoretical basis, it incorporates Larsen-Freeman's perspective, which addresses the complexity of language learning, highlighting the need for dynamic and adaptive methodologies. The research also aims to analyze how this acquisition takes place from the perspective of the socio-interactionist theory, highlighting that, despite the challenges arising from ASD and the interaction between the individual, the social environment and the world around them, play a crucial role in the success of this process. The integration of adapted teaching approaches can transform English teaching, promoting greater student autonomy and engagement. However, its success depends on investments in ongoing teacher training.