English Language Teaching (ELT) for Special Needs Learners: Strategies for Language Impairment Students

Abstract

This research describes English Language Teaching (ELT) strategies for learners with language impairment, with particular attention to the teaching of Basic English and the instructional goals designed for students with language disorders. This research aims to describe how Basic English is taught to students with language impairment, to identify the primary goals of Basic English language teaching for learners with language disorders, and to examine how these goals align with the linguistic needs and learning capacities of special needs learners. This study employs a qualitative descriptive method. The analysis shows that teaching Basic English to students with language impairment requires structured, flexible, and inclusive instructional approaches that address learners’ diverse communication challenges. Effective practices emphasize simplified input, multisensory strategies, repetition, functional language use, and the integration of visual and assistive supports to enhance comprehension and engagement. The primary instructional goals focus on developing functional communication skills, listening comprehension, basic vocabulary, and sentence production to support meaningful language use in everyday contexts while fostering learners’ confidence and social interaction. However, ELT for students with language disorders faces persistent challenges, including limited teacher preparation, insufficient specialized materials, assessment constraints, time limitations, and classroom communication barriers. Addressing these challenges through targeted professional development, adapted instructional materials, alternative assessment methods, and assistive technologies is essential to create inclusive and effective English learning environments for students with language disorders. The study recommends improving teacher training, adapting materials and assessments, strengthening institutional support, and using assistive technologies to enhance inclusive and effective English language learning. Teachers play a vital role in supporting students with language impairments by adapting instruction to learners’ specific needs, which requires adequate training and understanding of language disorders.