Why study bilingualism in autistic people?

Davis, Rachael; Hampton, Sarah; Fletcher‐Watson, Sue

doi:10.1177/13623613221126115

Cited by 7 publications

(4 citation statements)

References 59 publications

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“…Interestingly, research suggests that learning multiple languages is not confusing or detrimental for autistic children (Drysdale et al, 2015). Furthermore, language is an important part of one's cultural identity (Davis et al, 2022) and the formation of a strong cultural identity appears to be a protective factor for autistic Māori (Simpson, 2021). It may be valuable for professionals to share this information with whānau so that they are able to make informed decisions.…”

Section: Discussionmentioning

confidence: 99%

Experiences of whānau Māori caring for a young child on the autism spectrum

Tupou

Ataera

Waddington

2023

AlterNative: An International Journal of Indigenous Peoples

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This mixed-methods study aimed to explore the experiences and goals of Māori parents and whānau (families) caring for young autistic children. Data were collected via a rōpū kōrero (focus group) and an online questionnaire, with a total of 33 parents and whānau participating in at least one phase of the study. Reflexive thematic analysis was used to analyse rōpū kōrero data with findings used to inform the design of an online questionnaire. Questionnaire responses were summarised using descriptive statistics. Results indicate that experience and perceived helpfulness of supports varied across participants. Communication and values-based goals were a high priority for most participants, and most rated cultural goals as important. Findings highlight the value of considering parent and whānau voices, especially those from Indigenous communities.

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Section: Discussionmentioning

confidence: 99%

Experiences of whānau Māori caring for a young child on the autism spectrum

Tupou

Ataera

Waddington

2023

AlterNative: An International Journal of Indigenous Peoples

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“…This appears to align with findings from previous research where some whānau Māori (Māori family groups) reported concern that learning both te reo Māori and English would confuse their autistic child (Bevan-Brown, 2004). However, autistic children appear to experience the same benefits from exposure to multiple languages as their non-autistic peers (Davis et al, 2022;Gilhuber et al, 2023). Furthermore, language is an important aspect of cultural identity (Davis et al, 2022), so exposure to te reo Māori is likely to be important in supporting tamariki takiwātanga to develop strong cultural identities.…”

Section: Discussionmentioning

confidence: 99%

“…However, autistic children appear to experience the same benefits from exposure to multiple languages as their non-autistic peers (Davis et al, 2022;Gilhuber et al, 2023). Furthermore, language is an important aspect of cultural identity (Davis et al, 2022), so exposure to te reo Māori is likely to be important in supporting tamariki takiwātanga to develop strong cultural identities.…”

Section: Discussionmentioning

confidence: 99%

Supporting tamariki takiwātanga Māori (autistic Māori children): Exploring the experience of early childhood educators

Tupou

Ataera

Wallace-Watkin

et al. 2023

Autism

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The experience of the many autistic children who attend inclusive early childhood education settings is largely shaped by the knowledge and attitudes of the educators who support them. Autistic children from under-represented ethnic groups, such as autistic Māori, are likely to face additional challenges and educators need to consider strategies to support their cultural development. We conducted in-depth, semi-structured interviews with 12 educators with recent experience supporting tamariki takiwātanga Māori (autistic Māori children) in inclusive early childhood settings. Data were analysed using reflexive thematic analysis resulting in three themes and seven subthemes. Overall, participants’ understandings of autism aligned with the neurodiversity perspective, and there were similarities between neurodiversity and Māori perspectives. Participants wanted more training and resources drawn from a Māori worldview and available in te reo Māori (the Māori language). These findings have important implications for practice and future research. Lay Abstract The knowledge and attitudes of educators can have a strong influence on the experiences of autistic children who attend inclusive early childhood settings. Autistic children from under-represented ethnic groups, for example, tamariki takiwātanga Māori (autistic Māori children), are likely to face extra challenges and educators need to consider ways to support their cultural development. For this study, we interviewed 12 educators with recent experience supporting tamariki takiwātanga Māori in inclusive early childhood settings. We constructed three themes and seven subthemes from the interview data. We found that educators’ understandings of autism were mostly in line with the neurodiversity perspective, which views autism as a difference, not a disorder. We also found similarities between the neurodiversity perspective and Māori perspectives of autism and a need for more training and resources based upon a Māori world view and available in te reo Māori (the Māori language).

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“…The cognitive, social, and linguistic benefits of Bilingualism can serve as powerful allies in the intervention process. Bilingual children often demonstrate greater metalinguistic awareness and cognitive flexibility, skills that can be harnessed in therapeutic contexts to facilitate language learning and generalization (Barac et al, 2016;Blom et al, 2017;Davis et al, 2022;Kapa & Colombo, 2013;M et al, 2015).…”

Section: Bilingualism and Communication Disordersmentioning

confidence: 99%

Exploring The Effects of English as a Foreign Language on First Language Development of Young Children: The Case of Greece

Jansen

2024

IJELD

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This study meticulously investigates the interplay between Early Second Language Acquisition (ESLA) and the potential emergence of first language disorders in the unique context of Greece. Embedded in the Complex Dynamic Systems Theory (CDST) paradigm, it aims to untangle existing ambiguities and explore implications for Greek society and education. Employing a Concurrent Mixed Methods Approach, the study attempts to unveil the intricate impacts of ESLA on First Language Development (FLD).Grounded in CDST's framework emphasizing linguistic system complexity, and interconnectedness, the research design employs a Descriptive Exploratory orientation through a Case Study Methodology. This facilitates comprehensive research into two cohorts of children aged four, representing monolingual Greek kindergartens (Cohort A) and English as a Foreign Language (EFL)-focused kindergartens (Cohort B).The research inquiries delve into multifaceted language development aspects amidst intricate linguistic dynamics. This involves nuanced analysis of potential performance disparities in the primary language pre- and post-interventions in early foreign language pedagogy, meticulous comparative assessment of both cohorts, and insightful exploration of EFL's implications on young children's nascent language development.Methodologically, data collection employs a language development assessment tool (Logometro®). The collection of both quantitative and qualitative data in this study is contingent upon the application of the Logometro® language assessment instrument. Thematic Analysis shapes the qualitative corpus, complemented by statistical analyses for quantitative data.Anticipated outcomes aim to enhance understanding among Greek educational authorities and the scientific community about intricate, adaptive ESLA impacts on FLD. Findings could influence enduring, impactful EFL policies shaped by Greek authorities. Overall, the research deepens comprehension of latent consequences tied to ESLA's effects on FLD, set within Greece’s intricate context. Nested within CDST's theoretical framework, the amalgamation of research methodology and insights provides a robust foundation for future inquiries and invaluable guidance for policymakers navigating English language education decisions among young learners.

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Why study bilingualism in autistic people?

Cited by 7 publications

References 59 publications

Experiences of whānau Māori caring for a young child on the autism spectrum

Experiences of whānau Māori caring for a young child on the autism spectrum

Supporting tamariki takiwātanga Māori (autistic Māori children): Exploring the experience of early childhood educators

Exploring The Effects of English as a Foreign Language on First Language Development of Young Children: The Case of Greece

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