Literature About Neurodiversity & ELT

Reading list for "Delving Deeper"

Blume, C., & Bündgens-Kosten, J. (forthcoming). The role of digitality for neurodivergent English language learners: Agency and well-being within and outside the ELT classroom. AAA– Arbeiten aus Anglistik und Amerikanistik / Agenda: Advancing Anglophone Studies, 48(2), 211–235. https://doi.org/10.24053/AAA-2023-0012*

Blume, C., Kielwein, C., & Schmidt, T. (2018). Potenziale und Grenzen von Task-Based Language Teaching als methodischer Zugang im (zieldifferent-)inklusiven Unterricht für Schülerinnen und Schüler mit Lernbesonderheiten. In B. Roters, D. Gerlach, & S. Eßer (Hrsg.), Beiträge zur Schulentwicklung. Inklusiver Englischunterricht (S. 27–48). Waxmann.*

Bottema-Beutel, K., & Smith, N. (2013). The interactional construction of identity: An adolescent with autism in interaction with peers. Linguistics and Education, 24(2), 197–214. https://doi.org/10.1016/j.linged.2012.12.002*

Bündgens-Kosten, J. & Alter, G. (forthcoming). Own voices Literatur im (Fremd-)Sprachenunterricht. Fremdsprachen Lehren und Lernen, 53(2)
Hillary, A. (2020). Neurodiversity and cross-cultural communication. In H. Bertilsdotter Rosqvist, N. Chown, & A. Stenning (Eds.), Neurodiversity studies: A new critical paradigm (pp. 91–107).Taylor & Francis.*

Jones, M., & Noble, M. (2021). “What about teachers?“: A duoethnographic exploration of ADHD in ELT. Advance online publication. https://doi.org/10.35542/osf.io/xautd

Smilges, J. L. (2021). Neuroqueer literacies; or, against able-reading. CCC, 73(1), 103–125. https://doi.org/10.58680/ccc202131589*

Spiel, K., & Gerling, K. (2021). The purpose of play: How HCI games research fails neurodivergent populations. ACM Transactions on Computer-Human Interaction, 28(2), Article 1122445.1122456, 1–40. https://doi.org/10.1145/3432245

The ELLeN Group (Hrsg.). (i.D.). Expert*innen in eigener Sache: Gespräche über Englischunterricht und Neurodiversität. LIT Verlag.*

*Contact the lecturer for access

Further Recommended

Bailey, C. (2023). ‘Neurodivergent literacies’: exploring autistic adults‘ ‘ruling passions’ and embracing neurodiversity through classroom literacies. Literacy, 57(2), 120–131. https://doi.org/10.1111/lit.12320

Baird, A. (2020). Teaching while Autistic: Constructions of disability, performativity, and identity. Ought: The journal of autistic culture, 2(1), 36–45.

Buendgens-Kosten, J., & Blume, C. (2022). Neurodiversität– (k)ein Thema für die Fremdsprachendidaktik? Zeitschrift für Interkulturellen Fremdsprachenunterricht, 27(2), 225–247. https://zif.tujournals.ulb.tu-darmstadt.de/article/id/3501/

Caldwell-Harris, C. L. (2022). Passionate about languages, but listening and speaking – ¡Ay, Caramba! Autistic adults discuss foreign language learning. Journal of multilingual and multicultural development, 1–16. https://doi.org/10.1080/01434632.2022.2029869

Carpenter, M., & Tomasello, M. (2000). Joint attention, cultural learning, and language acquisition: Implications for children with autism. In A. M. Wetherby & B. M. Prizant (Eds.), Communication and language intervention series; vol. 9. Autism spectrum disorders: A transactional developmental perspective (pp. 31–54). Paul H Brookes Publishing.

Chilla, S. (2022). Assessment of developmental language disorders in bilinguals: Immigrant Turkish as a bilectal challenge in Germany. In E. Saiegh-Haddad, L. Laks, & C. McBride (Eds.), Handbook of literacy in diglossia and in dialectal contexts (Vol. 22, pp. 381–404). Springer International Publishing. https://doi.org/10.1007/978-3-030-80072-7_16

Chilla, S., & Vogt, K. (2017). Englischunterricht mit heterogenen Lerngruppen: eine interdisziplinäre Perspektive. In S. Chilla & K. Vogt (Hrsg.), Kolloquium Fremdsprachenunterricht: Vol. 59. Heterogenität und Diversität im Englischunterricht: Fachdidaktische Perspektiven (S. 55–81). Peter Lang.

Digard, B. G., Sorace, A., Stanfield, A., & Fletcher-Watson, S. (2020). Bilingualism in autism: Language learning profiles and social experiences. Autism: The international journal of research and practice, 1362361320937845. https://doi.org/10.1177/1362361320937845

Freeman Loftis, S., Philippian, M., & Shaw, J. P. (2023). Introduction: Inclusion Is hard, or collaborating in crip time. In S. Freeman Loftis, M. Philippian, & J. P. Shaw (Eds.), Inclusive Shakespeares (pp. 1–22). Springer International Publishing.

Gerlach, D. (2017). Reading and spelling difficulties in the ELT classroom. ELT Journal, 71(3), 295–304. https://doi.org/10.1093/elt/ccw088

Gut, U., & Matz, F. (2022). Sprachlernbegabung als Ursache von Diversität im Englischunterricht. In C. Fischer, D. Rott, & Christian Fischer & David Rott (Hrsg.), utb Pädagogik: Vol. 5919. Individuelle Förderung – Heterogenität und Handlungsperspektiven in der Schule (S. 238–247). Waxmann.

Hemmann, K. (2020). Link Is not silent: Queer disability positivity in fan readings of The Legend of Zelda: Breath of the Wild. In K. Hemmann (Ed.), Manga cultures and the female gaze (pp. 125–145). Springer International Publishing. https://doi.org/10.1007/978-3-030-18095-9_6

Kalandadze, T., Norbury, C., Nærland, T., & Næss, K.‑A. B. (2018). Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review. Autism: The international journal of research and practice, 22(2), 99–117. https://doi.org/10.1177/1362361316668652

Kormos, J., & Smith, A. M. (2024). Teaching languages to students with specific learning differences (2nd edition). MM textbooks: Vol. 18. Multilingual Matters.

Marashi, H., & Dolatdoost, M. (2016, July). ADHD and adolescent EFL learners’ speaking complexity, accuracy, and fluency in English. Iranian journal of language teaching research, 4(2), 105–126.

Moser, G. P., Sharp, A. C., Kang, M. O., & O’Brien, A. (2016). Beating the odds: Communities of practice supporting a student teacher with special needs. Educational research: Theory & practice, 28(1), 52–69.

Piri, S., Pishghadam, R., & Rasekh, Z. E. (2021). New models of L2 achievement based on EFL learners’ joint attention and their emotional, social, and cultural capitals. IRAL – International review of applied linguistics in language teaching, 59(1), 31–54. https://doi.org/10.1515/iral-2017-0132

Price, D. (2018, March 23). Laziness does not exist: But unseen barriers do. https://humanparts.medium.com/laziness-does-not-exist-3af27e312d01

Rossa, H. (2015). Lerngelegenheiten im inklusiven Englischunterricht für Schülerinnen und Schüler mit Förderbedarf im Bereich der geistigen Entwicklung. In C. M. Bongartz & A. Rohde (Hrsg.), Inquiries in language learning: Vol. 17. Inklusion im Englischunterricht (S. 169–184). Peter Lang.

Sterponi, L. (2017). Language socialization and autism. In P. A. Duff & S. May (Eds.), Language socialization: Encyclopedia of language and education. Springer International Publishing. https://doi.org/10.1007/978-3-319-02327-4_28-1

Väisänen, R., Loukusa, S., Moilanen, I., & Yliherva, A. (2014). Language and pragmatic profile in children with ADHD measured by Children’s Communication Checklist 2nd edition. Logopedics, Phoniatrics, Vocology, 39(4), 179–187. https://doi.org/10.3109/14015439.2013.784802E