Abstract The growing awareness of neurodiversity in education has underscored the importance of adopting more inclusive practices in the teaching of English as a Foreign Language (EFL). Conventional language instruction, typically designed around neurotypical learning patterns, can present significant challenges for neurodiverse learners, including those with differences in attention, communication, learning, sensory processing, and emotional regulation. This paper explores the potential of neuro-inclusive teaching strategies to address the diverse cognitive, social, and emotional needs of learners in EFL contexts. A qualitative literature review approach is employed, integrating recent studies on differentiated instruction, multisensory learning, emotional safety, adaptive assessment, and technology-enhanced learning. A conceptual model is developed to illustrate the relationships among neurodiverse learner characteristics, inclusive pedagogical approaches, cognitive and affective processes, and language learning outcomes. This model emphasizes attention, motivation, engagement, and participation as key mediating mechanisms through which inclusive teaching practices can support language development. The article advocates for learning environments that foster accessibility, belonging, and meaningful engagement by reframing neurodiversity as a natural variation among learners rather than a deficit. The findings contribute to the expanding body of literature on inclusive language education and provide a theoretical foundation for future research and pedagogical practice aimed at supporting neurodiverse learners in EFL settings.
Evis Kolani (Mon,) studied this question.