Multiple Language Exposure for Children with Autism Spectrum Disorder from Culturally and Linguistically Diverse Communities

Autor/inn/en	Conner, Carlin; Baker, Doris L.; Allor, Jill H.
Titel	Multiple Language Exposure for Children with Autism Spectrum Disorder from Culturally and Linguistically Diverse Communities
Quelle	In: Bilingual Research Journal, 43 (2020) 3, S.286-303 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conner, Carlin) ORCID (Baker, Doris L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1799885
Schlagwörter	Autism; Pervasive Developmental Disorders; English (Second Language); Second Language Learning; Cultural Differences; Bilingualism; Multilingualism; Parent Child Relationship; Teacher Student Relationship; Native Language; Language Usage; Language Impairments; Interpersonal Competence; Academic Achievement; Language Acquisition; Teaching Methods; Correlation; Children + Suchen Sie Ihr Suchwort? Autismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Interpersonale Kompetenz; Schulleistung; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Child; Kind; Kinder
Abstract	We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with current practitioner recommendations that advise parents of children with ASD to speak only the majority language to reduce the deficit in language development associated with ASD. In fact, the results from the review suggest that there appears to be no advantages to limiting a child with ASD to one language. Some studies indicate that promoting the use of the child's native language along with the predominant language used at school may actually promote social language and academic growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01