Language Game Strategies for Teaching Arabic to Non-Native Speaking Children with Autism Spectrum Disorder/ استراتيجيات الألعاب اللغوية لتعليم اللغة العربية لأطفال طيف التوحد من الناطقين بغيرها
Abstract
Teaching Arabic to non-native children with Autism Spectrum Disorder (ASD) presents numerous challenges, arising from their unique characteristics, shortcomings in existing curricula, and the limited effectiveness of traditional teaching methods in meeting their specific needs. This study aims to explore the most effective approaches for teaching Arabic to this population, with a particular focus on the role of interactive language games in enhancing language and communication skills.
The study employed a descriptive-analytical approach through a review of relevant educational literature, identifying key learning disabilities related to the nature of the disorder, limitations of conventional curricula, and the use of non-specialized teaching methods. The findings indicate that interactive language games have a positive impact by providing a safe and engaging learning environment, increasing children’s motivation to participate, and facilitating the gradual and repetitive acquisition of Arabic, with adaptation to each child’s abilities. These games also promote multisensory learning through visual, auditory, and kinesthetic stimuli, thereby facilitating better retention of linguistic information.
The study recommends adopting a holistic approach that includes the development of flexible and specialized curricula, the use of evidence-based teaching strategies, teacher training, the establishment of supportive learning environments, and active parental involvement. It further underscores the need for additional experimental studies to evaluate the effectiveness of educational strategies, as well as the importance of supporting educational policies and community initiatives to ensure effective Arabic language instruction for children with ASD.
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DOI: https://doi.org/10.18860/ijazarabi.v9i4.42015
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