Non-scientific assumptions have led to the mistaken belief that individuals with limited cognitive function cannot benefit from, or even acquire, a second language. Still, recent advances in neuroscience support the idea that they can indeed develop new literacy abilities without detriment to the first language. In this context, the current research study aims to explore the use of Action-oriented Approach to support the acquisition of a second language in young population with Special Educational Needs, for which a scoping review approach was selected. Potential implications of the study include establishing a new basis for the development of tailored curriculum programs and practices that better address the special educational needs of individuals with cognitive deficits.