Differentiating Foreign Language Instruction for Gifted Learners With Autism: From Theory to Practice
Synopsis
This chapter explores foreign language (L2) education for gifted learners with Autism Spectrum Disorder (ASD), a twice-exceptional (2E) population facing a distinctive paradox: advanced formal linguistic knowledge coexists with pragmatic and social communication difficulties. Moving beyond deficit-based models, the chapter adopts a strength-based, neurodiversity-informed framework. It integrates the Linguistic Coding Differences Hypothesis (LCDH) with Vygotsky's Zone of Proximal Development (ZPD) to propose "Dual Differentiation", teaching at the learner's intellectual level while scaffolding pragmatic gaps through predictable, structured supports. A six-stage instructional design cycle, synthesizing Understanding by Design (UbD) and Differentiated Instruction (DI), is presented and illustrated through a detailed case study of a 15-year-old gifted student with ASD, including a full lesson plan, assessment adaptations, and script-fading procedures. Stakeholder roles (teachers, parents, administrators) are examined, and practical recommendations for teachers, curriculum designers, and researchers are provided. The chapter concludes by identifying key research gaps, calling for empirical testing of the proposed cycle and longitudinal studies on script-fading and dynamic assessment in L2 contexts.
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