Autistic pupils’ experiences of foreign language learning: an interpretative phenomenological study

Inclusion in foreign language learning (FLL) remains under-explored, particularly for autistic pupils whose social and communication differences may make participation challenging. Although autistic voices are increasingly acknowledged as essential in research, perspectives on FLL are limited. The present study adopted a neurodiversity-affirming approach to explore FLL experiences of autistic pupils in mainstream English secondary schools. Semi-structured interviews were conducted with five autistic female pupils aged 14–17. The data were analysed using interpretative phenomenological analysis (IPA). IPA’s double hermeneutic permitted nuanced interpretation of participant accounts, reducing the risk of homogenising autism. Three superordinate themes were developed: the significance of real-world applications; speaking as a source of challenge; and the impact of the classroom context. Pupils were motivated by cultural aspects of FLL, though some felt intercultural content was limited. Many valued opportunities for agency, while unpredictability and sensory challenges created barriers. These findings highlight the importance of first-person perspectives in understanding diverse FLL experiences and shaping inclusive pedagogy. Practical implications include designing tasks that increase agency, appropriately preparing autistic pupils for activities, and embedding more cultural content to enhance engagement. Overall, bridging the gap between classroom learning and real-world language use may make FLL more inclusive and accessible for autistic pupils.