Bilingualism is a valuable tool that enriches and facilitates cultural, social and lived experiences for autistic and non-autistic people alike. Research consistently finds no negative effects of bilingualism and highlights the potential for positive effects across cognitive and socio-cultural domains for autistic and non-autistic children.

Yet parents of autistic children remain concerned that bilingualism will cause delays in both cognitive and language development and are still frequently advised by practitioners to raise their child monolingually. Evidently, findings from research are not reflected in practice or subsequent advice, and it is essential to identify ways to ensure equal access to additional language learning. We briefly summarise the existing literature on bilingualism and autism, considering perspectives from the bilingual autistic community, and experimental research. We identify the most pertinent barriers to participation for autistic bilingual children in terms of familial, clinical and educational perspectives.

Davis R, Fletcher-Watson S and Digard BG (2021) Autistic People’s Access to Bilingualism and Additional Language Learning: Identifying the Barriers and Facilitators for Equal Opportunities.
Front. Psychol. 12:741182. doi: 10.3389/fpsyg.2021.741182

File Type: pdf
Categories: Ar scoil | Use in school, Béarla amháin | English only, Bunscoil | Primary, Eolas | Information, Iar-bhunscoil | Post-primary, Múinteoir | Teacher, Naíonra | Preschool, Sa bhaile | Use at home, Sa naíonra | Use in the naíonra, Taighde | Research, Taighdeoir | Researcher, Tuismitheoir | Parent
Tags: RSO | Special education, Uathachas | Autism