USE OF COMMUNICATIVE LANGUAGE TEACHING APPROACH TO ADDRESS THE LANGUAGE ISSUES IN LEARNERS WITH AUTISM SPECTRUM DISORDER

Abstract

Communicative Language Teaching (CLT) is an approach that emphasizes interaction as both the means and ultimate goal of study. It aims to achieve communicative rather than linguistic competence through learner interaction. Reading aloud to children is a common practice followed during early childhood. Dialogic reading is a method of shared story reading where the adult makes use of specific questions in order to encourage children to participate and respond during the reading sessions. However, the effectiveness of such reading strategies for children with Autism Spectrum Disorder (ASD) is questionable since there is great variability in the expression and severity of their behavioural symptoms owing to social communication difficulties that are a characteristic of this disorder. The Picture Exchange Communication system (PECS) is a widely used intervention strategy designed to teach social and communicative skills to children with developmental delays. Children with ASD often have difficulty communicating non verbally, such as through hand gestures, making eye contact and using facial expressions. These difficulties affect children with ASD to interact with others, specially with people of their own age. For these children, the goal may be mitigated by means of a symbol system in which pictures are used to convey thoughts.