Neurodiversity and Language Learning in Multilingual Educational Settings

Abstract

This manuscript investigates the dynamic interplay between neurodiversity and language learning in multilingual educational environments, with an emphasis on how neurodivergent learners—specifically those diagnosed with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia—acquire additional languages when instruction and daily communication occur across two or more linguistic systems. Although previous research has separately explored neurodivergent cognition and multilingual pedagogy, there has been limited integration of these domains. Here, we adopt an interdisciplinary framework, synthesizing findings from cognitive neuroscience, applied linguistics, special education, and educational technology to illuminate how characteristic strengths (e.g., visual-spatial reasoning, hyperfocus, pattern recognition) and challenges (e.g., sensory sensitivities, working-memory constraints, executivefunction deficits) of neurodivergent learners manifest in second-language acquisition processes. A convergent mixed-methods study was conducted over an academic year (September 2023–June 2024) in three urban public schools in multilingual regions of India. Forty-five neurodivergent students aged 10–14 (15 ASD, 15 ADHD, 15 dyslexia) participated alongside their 12 language teachers. Quantitative measures included standardized receptive vocabulary assessments (adapted Peabody Picture Vocabulary Test for L2) and productive grammar tests, administered at three time points to capture growth trajectories.