Abstract
This article addresses a unique language-learning journey of a special child, ‘Fatima’ who is diagnosed with mild autism or Level One Autism Spectrum Disorder. Taking a qualitative perspective, research based on a series of observations and interviews was conducted on Fatima and her caregivers, namely her mother and her two elder siblings. Fatima was primarily diagnosed as having a learning delay, Attention Deficit Hyperactivity Disorder (ADHD) and hyperactivity but not speech development. This study aims to look at the English language learning difficulties of a child with mild autism who has been diagnosed with no speech development issues. Findings revealed that communicative pragmatic deficits are an obvious limitation displayed by Fatima as she develops in age. Though Fatima exhibits quite proficient use of the English language, she shoulders pragmatic challenges in communication and still has a long way to be communicatively competent as other teenagers her age. In addition, the commitment and support shown by her family members are also key in aiding both her linguistic and social development. It is believed the findings could add to what is already known about second language learning among children with autism as perspectives from a ‘home’ as an informal learning institution were observed and analyzed. Family members could benefit the most, as the salient findings could be a source of reference in strategizing their roles in facilitating the language development of a child in the family diagnosed with Autism Spectrum Disorder (ASD) through an understanding of pragmatic deficits among children with ASD.
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