Pediatrician and Parent Beliefs and Practices about Bilingual Language Development

Glusman, Mariana; Pabalan, Laura; Weisleder, Adriana

doi:10.1542/peds.147.3ma1.76a

Cited by 5 publications

(6 citation statements)

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“…In addition, professional settings are encouraged to implement cultural trainings, lectures, and discussions to bring awareness to cultural factors and keep staff informed on current literature that impacts their clientele. For example, organizing bodies (e.g., Royal College of Speech and Language Therapists, Society for Research in Child Development, and American Academy of Pediatrics) have advocated for families to maintain heritage language (Glusman et al, 2021; McCabe et al, 2013; RCSLT SIG Bilingualism, 2007). Despite these public statements, research continues to come out describing parents’ lived experience receiving monolingual recommendations in professional settings (Yu, 2013; Yu & Hsia, 2019).…”

Section: Recommendationsmentioning

confidence: 99%

“…In the United States, bilingual families of children with ASD and typically developing (TD) children frequently face recommendations from healthcare professionals, teachers, psychologists, and speech-language pathologists to limit their child’s exposure to just one language out of concern for impairments to social communication, cognitive abilities, academic skills, and language development (Beauchamp & MacLeod, 2017; Drysdale et al, 2015; Howard et al, 2021). Professional bodies, such as the Royal College of Speech and Language Therapists, Society for Research in Child Development, and the American Academy of Pediatrics, have advocated for families to maintain heritage language to combat this misconception (Glusman et al, 2021; McCabe et al, 2013; Royal College of Speech and Language Therapists [RCSLT] Special Interest [SIG] Bilingualism, 2007). Despite these initiatives, an estimated 48% of professionals reportedly provide language advice that counters expert recommendations (Glusman et al, 2021).…”

mentioning

confidence: 99%

“…Professional bodies, such as the Royal College of Speech and Language Therapists, Society for Research in Child Development, and the American Academy of Pediatrics, have advocated for families to maintain heritage language to combat this misconception (Glusman et al, 2021; McCabe et al, 2013; Royal College of Speech and Language Therapists [RCSLT] Special Interest [SIG] Bilingualism, 2007). Despite these initiatives, an estimated 48% of professionals reportedly provide language advice that counters expert recommendations (Glusman et al, 2021). Moreover, families continue to report receiving professional advice to phase out their heritage language (i.e., minority language learned primarily at home) in favor of the majority language (i.e., the dominant culture’s primary or official language; Bird et al, 2012; Hampton et al, 2017; Yu, 2013).…”

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confidence: 99%

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

Reimann¹,

Ratto²

2023

Translational Issues in Psychological Science

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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.

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Section: Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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

Reimann¹,

Ratto²

2023

Translational Issues in Psychological Science

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“…Furthermore, a common misconception that bilingualism causes language delays can lead some immigrant parents to use only one language at home (Quirk et al, 2023). Parental language policy decisions are influenced by advice from experts, such as pediatricians and popular literature, yet experts also hold misconceptions about bilingual language development and about how to support multilingualism in young children (Glusman et al, 2021;King & Fogle, 2013).…”

Section: Contexts Can Support or Inhibit Multilingualismmentioning

confidence: 99%

Supporting Multilingualism in Immigrant Children: An Integrative Approach

Weisleder,

Reinoso,

Standley

et al. 2023

Policy Insights from the Behavioral and Brain Sciences

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Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with the integrative risk and resilience model of adaptation in immigrant-origin children to elucidate how common contexts that immigrant children encounter can support or discourage multilingualism. Policy must consider immigrant children's intersecting identities—both as immigrants and as learners of minoritized, and often racialized, languages. A proposed framework can guide policies to support multilingualism in immigrant children, with downstream consequences for their health and development.

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“…Beyond the topic of linguistic prejudice, there are comparatively few studies looking at other kinds of misconceptions that people have about language. Glusman et al (2021) surveyed pediatricians serving primarily Latino communities and found that nearly a quarter believed that raising a child bilingually would slow the child's language development and almost half would counsel against doing it. In addition, Stollznow (2018) found that a majority of people surveyed endorsed to some degree the myth that a linguist's job involves policing other people's language and being a polyglot.…”

Section: Introductionmentioning

confidence: 99%

To what extent does the general public endorse language myths?

Wagner,

Awani,

Patson

et al. 2023

Language and Linguist. Compass

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This paper reports on an investigation of adults' level of endorsement of 18 language myths, including myths about non-mainstream dialects of English, children's language development, bilingualism, linguistic diversity across the world, the use of English in the language arts, and the job of a linguist. Participants (N = 187) read short vignettes of situations related to each misconception and were asked to justify their assessment of the situation. Responses were coded according to whether they endorsed the myth within the situation. Results showed that endorsement of language myths was highly dependent on the specific myth. Some myths were strongly endorsed (e.g. myths related to linguistic prejudice and children's language development), others were strongly rejected (e.g. myths related to the harmful nature of bilingualism), and others received a mixed pattern of endorsement and rejection. We discuss how this snapshot of public understanding can help linguists target their efforts at public education.

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Pediatrician and Parent Beliefs and Practices about Bilingual Language Development

Cited by 5 publications

References 0 publications

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

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

Supporting Multilingualism in Immigrant Children: An Integrative Approach

To what extent does the general public endorse language myths?

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