4.5 Article

The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum

Journal

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
Volume 53, Issue 12, Pages 4577-4590

Publisher

SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10803-022-05678-w

Keywords

Autism spectrum; Bilingualism; Narratives; Social skills; Pragmatic language

Ask authors/readers for more resources

This study examined the narrative abilities of bilingual and monolingual children on the autism spectrum and investigated the differences in social and pragmatic language abilities between bilinguals and monolinguals. The results showed that bilinguals performed similarly to monolinguals on measures of narrative, social, and pragmatic language skills, but balanced bilinguals excelled in a nonliteral language task.
We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. The narrative, social, and pragmatic language skills of school-aged bilinguals (n = 54) and monolinguals (n = 80) on the AS were assessed using normed measures. Language exposure was estimated through a parent questionnaire. Bilinguals performed similarly to monolinguals on measures of narrative, social, and pragmatic language skills. However, balanced bilinguals performed better on a nonliteral language task. Overall, results indicate that bilingual children on the AS can become as proficient in using language as monolinguals and may enjoy a bilingual advantage.

Authors

I am an author on this paper
Click your name to claim this paper and add it to your profile.

Reviews

Primary Rating

4.5
Not enough ratings

Secondary Ratings

Novelty
-
Significance
-
Scientific rigor
-
Rate this paper

Recommended

No Data Available
No Data Available