Sociocultural influences of professional language recommendations in bilingual families of children with autism spectrum disorder: A narrative review.

Abstract

Bilingual families are often advised to raise their child as monolingual, despite mounting evidence of no cognitive differences between monolingual and bilingual children shown across studies of typically developing (TD) children and children with autism spectrum disorder (ASD). In the present narrative review, we discuss sociocultural consequences of recommending against bilingualism in an autistic population and added complexities that accompany deterring heritage language in ASD. Based on common themes in ASD and TD literature, the present review strives to inform educational and healthcare professionals on ways in which recommending against heritage language learning can: (a) place the burden of implementation primarily on families, (b) influence family dynamics; and (c) affect a child's social development and cultural identity. Additionally, we highlight short-and long-term ways for professionals to support bilingual families. As professionals increasingly serve culturally diverse families, there is a pressing need to develop a holistic understanding of bilingualism's effects, not just on cognition, but on social and cultural development.What is the significance of this article for the general public? This paper reviews past research on effects of providers discouraging families from raising children with autism bilingually. We find that this can cause stress for families who speak another language at home, limit children's social development, and prevent children from connecting to their family's culture. It is critical that professionals understand these challenges and support families raising autistic children bilingually.

Translational approaches to bilingualism and multilingualism research.

“…Although there is no evidence to support this claim (Byers-Heinlein & Lew-Williams, 2013), healthcare professionals often recommend caregivers to raise their children monolingually. In a narrative review, Reimann and Ratto (2023) explored the sociocultural consequences of advising against heritage language use in bilingual families of children with autism spectrum disorder. The review emphasized the need for professionals to encourage bilingual families to maintain their heritage language use at home.…”

“…The studies assembled in this section reveal that variability in language experience has important consequences for socioemotional skills and empathy. Furthermore, Reimann and Ratto’s (2023) review article and Williams et al’s (2023) intervention study emphasize the need to consider neurodiverse developmental trajectories when conducting research in multilingual populations.…”