Bilingualism in autism: Language learning profiles and social experiences

Digard, Bérengère Galadriel

doi:10.31219/osf.io/v5uaw

Cited by 4 publications

(14 citation statements)

References 32 publications

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“…(a) Age of acquisition: boxplot and scatterplot of the distribution of the reported ages of acquisition for the languages (L) 1 to 7, ranked by age of acquisition for each respondent. (b) Language proficiency: boxplot and scatterplot of the self-rated average (Av) and detailed (reading = R, writing = W, speaking = S, listening = L) proficiency for the languages 1 to 7, ranked by age of acquisition for each respondent ( Digard et al, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…The Autism & Bilingualism Census (ABC, Digard & Fletcher-Watson, 2019 ) is an online survey, created in SurveyMonkey, and it is available to view at https://osf.io/xsqy7/ . The ABC was created for this research and designed to capture data from monolingual, bilingual and multilingual autistic adults.…”

Section: Methodsmentioning

confidence: 99%

“…The anonymised data set and analysis script will be made available at https://osf.io/vd53u/ ( Digard & Fletcher-Watson, 2019 ).…”

Section: Survey Data Managementmentioning

confidence: 99%

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Bilingualism in autism: Language learning profiles and social experiences

Digard

Sorace

Stanfield

et al. 2020

Autism

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Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. The sample included 89 monolingual English speakers, 98 bilinguals, and 110 multilinguals, with a wide range of language profiles. Regression models were used to analyse how bilingualism variables predicted social life quality ratings. In the full sample, age negatively predicted social life quality scores while the number of languages known positively predicted social life quality scores. In the multilingual subset, age negatively predicted social life quality scores, while third language proficiency positively predicted social life quality scores. This is the first study describing the language history and social experiences of a substantial sample of bilingual and multilingual autistic adults. It provides valuable insight into how autistic people can learn and use a new language, and how their bilingualism experiences shape their social life. Lay abstract Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents’ bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Bilingualism in autism: Language learning profiles and social experiences

Digard

Sorace

Stanfield

et al. 2020

Autism

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“…Recent findings demonstrate that autistic people can acquire additional languages in multiple ways and through various life experiences, leading to a rich diversity in the autistic bi-and multilingual population. 19 Specific evidence from a range of detailed case studies involving autistic multilinguals indeed shows enhanced abilities in multiple languages. 3,20,21 Nonetheless, misconceptions about multilingualism can lead to the belief that being multilingual is inherently impossible for autistic people.…”

Section: Introductionmentioning

confidence: 99%

Perspectives and experiences of autistic multilingual adults: A qualitative analysis.

Nolte¹,

Fletcher‐Watson²,

Sorace³

et al. 2021

Preprint

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Please note this paper is being peer-reviewed for publication in Autism in Adulthood:Nolte, K., Fletcher-Watson, S., Sorace, A., Stanfield, A., & Digard, B.G. (2021). Perspectives and experiences of autistic multilingual adults: A qualitative analysis. (Under revision for Autism in Adulthood)Please do not cite this preprint.Background: The combined experience of autism and bilingualism is poorly understood, leading to poor support and guidance for autistic people in multilingual environments or interested in languages, and for their families. While most studies available focus on the language and cognitive profiles of autistic bilinguals, or on the experiences of parents, little is known about the lived experiences of autistic multilinguals. Methods: To address this question, this study examined the impact of autism and multilingualism on the lives of 54 autistic multilingual adults who completed an online survey assessing the profiles of autistic bi- and multilinguals. Thematic analysis was used to process responses to the survey’s open-ended questions to explore motivations for learning languages, and the perceived benefits linked to being both autistic and multilingual. Results: There was a wide range of language profiles in the sample, with various levels of proficiency, ages of acquisition, and learning environments. Respondents reported various motivating factors for the acquisition of multiple languages, including social aspects and a predisposition for language learning. Respondents reported many benefits of multilingualism, such as opportunities, relationships, social skills, and self-confidence. Conclusions: Unlike previous work with autistic multilinguals involving case studies, the larger sample involved here offers valuable insight into the profiles and experiences of this overlooked population. Like their neurotypical peers, autistic people can become multilingual without being language savants, and they can acquire languages through life circumstances, education, or by choice, reaching varying levels of proficiency. According to our respondents, being autistic can both positively and negatively influence language learning. Importantly, autistic people can experience numerous benefits from multilingualism, especially regarding social communication, opportunities, and self-confidence. These findings will have implications for language education practices as well as for multilingual families and the practitioners who support them.

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“…The label CBPR may be less applicable to inclusive research that engages with a less coherently organised population. For example, in the study of bilingualism and autism [7] there is no active community of autistic bilinguals and so this research would engage with individual representatives as the primary partners, as well reaching out to community organisations for support.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Practices for Neurodevelopmental Research

Fletcher‐Watson

Brook

Hallett³

et al. 2021

Curr Dev Disord Rep

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Purpose of Review Inclusive research practice is both a moral obligation and a practical imperative. Here we review its relevance to the study of neurodevelopmental diversity in particular, briefly describing a range of inclusive research models and justifying their use. The review itself is inclusively co-authored with three autistic collaborators and community leaders who all have extensive experience of research involvement. Recent Findings Drawing on theoretical arguments and specific exemplar projects, we describe six key considerations in the delivery of inclusive research. These are the following: taking the first steps towards inclusive practice; setting expectations; community-specific inclusion measures; inclusion and intersectionality; the role of empowerment; and knowledge exchange for inclusion. Together, these sections provide an illustrated guide to the principles and process of inclusive research. Summary Inclusive research practice is both beneficial to and a requirement of excellence in neurodevelopmental research. We call for greater engagement in this participatory research agenda from grant-awarding bodies to facilitate not just inclusive but also emancipatory research.

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Bilingualism in autism: Language learning profiles and social experiences

Cited by 4 publications

References 32 publications

Bilingualism in autism: Language learning profiles and social experiences

Bilingualism in autism: Language learning profiles and social experiences

Perspectives and experiences of autistic multilingual adults: A qualitative analysis.

Inclusive Practices for Neurodevelopmental Research

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