Teaching Strategies for English as a Foreign Language in Neurodivergent Students: A Systematic Review with Implications for the Latin American Context

Abstract

This systematic review aimed to identify and analyze teaching strategies for English as a foreign language addressed to neurodivergent students, as well as to examine their effects on language learning and educational inclusion processes. This topic is significant because students with ASD, ADHD, dyslexia, and other neurodevelopmental conditions may face specific barriers in foreign language learning when teaching methods, assessment practices, and educational resources fail to consider cognitive diversity. The review analyzed studies published between 2015 and 2025, available in full text, written in English or Spanish, and indexed in Scopus and Web of Science. Eligible studies focused on English language teaching for neurodivergent students in formal school or higher education contexts. Studies centered on non-neurodivergent populations, clinical contexts, other languages, or non-peer-reviewed documents were excluded. From an initial set of 159 records, 22 studies were included in the final synthesis. The analysis considered teaching strategies, type of neurodivergence, educational level, methodological design, main results, and thematic categories. Six major areas emerged: digital technologies and visual tools, adaptation of inclusive teaching methodologies, development of specific language skills, accessibility in inclusive education, emotional and motivational dimensions, and assessment with individualized support. Overall, the evidence shows that English language learning among neurodivergent students is possible and beneficial when flexible methodologies, multisensory instruction, visual support, inclusive technologies, clear routines, scaffolding, and teacher sensitivity are implemented. The review recommends strengthening teacher training, designing feasible classroom adaptations, promoting flexible assessment practices, and developing further context-sensitive research for the Latin American and Chilean educational systems.