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

Abstract

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 (Under revision for Autism in Adulthood)Please do not cite this preprint.Background: The combined experience of autism and bilingualism is poorly understood, leading to poor support and guidance for autistic people in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.

Autistic People's Access to Bilingualism and Additional Language Learning: Identifying the Barriers and Facilitators for Equal Opportunities

“…While some autistic bilinguals report learning their second language at school (Digard et al, 2020 ), autistic students can encounter barriers to modern language learning in mainstream education. There is a dearth of research addressing best practices for additional language learning for neurodivergent students, but evidence suggests that autistic pupils are often advised not to study modern foreign languages (Essex and MacAskill, 2020 ), which can penalise them by limiting their education, employment, and leisure opportunities (Nolte et al, 2021 ). This practice stems from a misunderstanding of autistic people's abilities, and a lack of understanding of autism.…”

“…Howard et al ( 2019 ) reported that bilingual children living in multilingual environments are more positive about bilingualism than their peers in monolingual settings, especially regarding social and communication opportunities linked with bilingualism. Adults also reported that bilingualism had supported their relationships with family and friends and increased their access to hobbies and educational and employment opportunities (Nolte et al, 2021 ). Importantly, bilingualism had given them feelings of increased self-efficacy, self-confidence and assurance in social interactions and had helped them to better understand themselves and others.…”

Autistic people’s access to bilingualism and additional language learning: identifying the barriers and facilitators for equal opportunities.

“…While some autistic bilinguals report learning their second language at school (Digard et al, 2020), autistic students can encounter barriers to modern language learning in mainstream education. There is a dearth of research addressing best practices for additional language learning for neurodivergent students, but evidence suggests that autistic pupils are often advised not to study modern foreign languages (Essex & MacAskill, 2020), which can penalise them by limiting their education, employment, and leisure opportunities (Nolte et al, 2021). This practice stems from a misunderstanding of autistic people's abilities, and a lack of understanding of autism.…”

“…Howard et al (2019) reported that children living in multilingual environments are more positive about being bilingual than those in monolingual settings in regard to social and communication opportunities. Adults also reported that bilingualism had supported their relationships with family and friends and increased their access to hobbies and educational and employment opportunities (Nolte et al, 2021). Importantly, bilingualism had given them a feeling of increased self-efficacy, self-confidence and assurance in social interactions and had helped them to better understand themselves and others.…”

Why study bilingualism in autistic people?

“…Reports from adults reinforce and extend this position, by showcasing the positive ways in which speaking multiple languages can impact quality of life. For example, qualitative data from bilingual and multi-lingual adults have shown that bilingualism had facilitated their access to interests and hobbies, as well as employment opportunities (Nolte et al, 2021). Bilingualism also broadened participants’ mind-sets and contributed to increased self-confidence in social interactions (Digard et al, 2022).…”