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The influence of the COVID-19 pandemic on the language learning environment, and the importance of taking age into account
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Phonetic variation in coronals in English infant-directed speech: A large-scale corpus analysis
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Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
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The learnability consequences of Zipfian distributions: Word Segmentation is Facilitated in More Predictable Distributions ...
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Data for: The learnability consequences of Zipfian distributions: Word Segmentation is Facilitated in More Predictable Distributions ...
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The learnability consequences of Zipfian distributions: Word Segmentation is Facilitated in More Predictable Distributions ...
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Test Data from a Study on Latin Vocabulary Acquisition (Cicero) ...
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Test Data from a Study on Latin Vocabulary Acquisition (Cicero) ...
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Test Data from a Study on Latin Vocabulary Acquisition with Beginners (Textbook) ...
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Test Data from a Study on Latin Vocabulary Acquisition with Beginners (Textbook) ...
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The Predictors of Emergent Literacy Skills in Typically Developing and Language Disordered Latino/a Preschoolers
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The social art of language acquisition: A theatre approach in language learning for migrants and its digitization in the Corona lockdown
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The role of oral vocabulary in the development of children’s orthographic representations
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Mandarin-speaking children's knowledge of entailments and inferences
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Non-Word Repetition and Vocabulary in Adolescents who are Blind
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Bilingual Development in Children with Autism Spectrum Disorder from Newcomer Families
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Abstract:
The home language environment and language abilities were compared between children with ASD and children with typical development, both from newcomer families. Children were in elementary school, mostly 6 and 7 year olds. The goal was to understand if there were differences in bilingual development between children with ASD and children with typical development the same age. Specifically, we wanted to understand if children with ASD have the capacity to become bilingual and whether this is supported by their communities, clinicians and educators. Key findings were as follows: Parents of children with ASD were often advised to use only or more English with their child, by friends as well as professionals. Children with ASD started to learn English at a younger age than the children with typical development and had much more exposure to English through preschool attendance and intervention. Children with ASD heard and spoke more English, and less of their heritage language, at home than the children with typical development. Regarding English abilities, the high verbal children with ASD had similar abilities to the children with typical development. In contrast, the high verbal children with ASD had lower abilities in their heritage language than the children with typical development. We conclude that children with ASD are more at risk than children with typical development for losing their heritage language. In other words, children with ASD have the capacity to be bilingual, but have limited opportunities to develop their heritage language. We end with recommendations for better supporting bilingual development in children with ASD from newcomer families.
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Keyword:
Austism Spectrum Disorder (ASD); Bilingualism; Children; English Language Learners (ELL); Heritage language; Language acquisition
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URL: https://doi.org/10.7939/R31V5BT9X https://era.library.ualberta.ca/items/d53d7b1b-c4d6-4d2f-a595-3ac2ecd8a52c
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Wittgenstein sull’acquisizione del linguaggio: “in principio era l’azione” ; Wittgenstein on Language Acquisition: 'In the beginning is the deed'
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Wittgenstein sull’acquisizione del linguaggio: “in principio era l’azione” ; Wittgenstein on Language Acquisition: 'In the beginning is the deed'
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