One or two languages for children on the autism spectrum?

• Authors: Henriette W. Langdon , HyeKyeung Seung , Betty Yu

Title variants

Jeden czy dwa języki w komunikacji z dziećmi ze spektrum zaburzeń autystycznych?

• Languages of publication: EN

Abstracts

EN

The emerging research comparing verbal and non‑verbal development in typical individuals and those on the autism spectrum reveals no differences in the acquisition rate of specific features or concepts. Research on families suggests that what parents need is not to be given advice, but rather to be understood and supported by professionals who are family‑centered as well as culturally and linguistically responsive. Choices about language use in families are complex matters that shift dynamically over time. These shifts can include changes in family membership, situational demands, variations in language proficiencies and many other constraints and affordances of family life that require constant adaptation and fluidity. Which language parents choose to speak with their children comes from deeply personal decisions that are neither right nor wrong, but those decisions are often constrained under the weight of fear and misinformation. Speech‑language pathologists play an indispensable role in lifting this weight so that families feel the freedom to arrive at ways of speaking that promote their families’ wellness and goals.

PL

Najnowsze badania mające na celu porównanie poziomu rozwoju werbalnego i niewerbalnego dzieci w normie rozwojowej i dzieci ze spektrum autyzmu nie ujawniły różnic w możliwości nabywania języka angielskiego przy zachowaniu języka ojczystego jako L1. Badania prowadzone wśród rodziców dzieci ze zdiagnozowanym autyzmem sugerują, że logopedzi nie powinni proponować nauczania tylko w języku angielskim (w nim prowadzona jest większość programów terapeutycznych) czy tylko ojczystym. Zadaniem logopedów i innych specjalistów jest zaplanowanie terapii w taki sposób, aby zachować szacunek dla kultury i języka swoich pacjentów. Wybór języka to złożona kwestia, uzależniona od struktury rodziny, wymagań sytuacyjnych, różnic w biegłości językowej oraz wielu innych ograniczeń i możliwości życia rodzinnego. To, w którym języku rodzice zdecydują się rozmawiać z dziećmi, powinno wynikać z ich osobistych decyzji. Decyzje te nie są ani dobre, ani złe, są jednak często podejmowane błędnie z powodu mylnego przekonania na temat negatywnego wpływu nauki dwóch języków na dzieci ze spektrum zaburzeń autystycznych. Logopedzi odgrywają ważną rolę w promowaniu wiedzy na ten temat – dzięki ich działalności rodziny mogą swobodnie korzystać z języka, który dobrze wpływa na samopoczucie i cele rodzin (utrzymanie języka dziedziczonego).

Keywords

EN

autism spectrum disorder; bilingualism; special education; SLP; minority

PL

autyzm; dwujęzyczność; edukacja specjalna; logopeda; mniejszość narodowa; autyzm; dwujęzyczność; edukacja specjalna; logopeda; mniejszość narodowa

• Publisher: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
• Journal: Logopaedica Lodziensia
• Year: 2019
• Issue: 3
• Pages: 117-124

Dates

published

2019-12-30

Contributors

author

Henriette W. Langdon

• Henriette W. Langdon, is a professor emerita from San Jose State University

author

HyeKyeung Seung

• HyeKyeung Seung, Ph.D., CCC‑SLP, is a full professor and chair of the Department of Communication Sciences and Disorders at California State University, Fullerton

author

Betty Yu

• Betty Yu, Ph.D. CCC‑SLP is an associate professor in the Department of Speech, Language and Hearing Sciences at San Francisco State University and president of the Asian Pacific Islander Speech‑Language‑Hearing Caucus

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Identifiers

DOI

10.18778/2544-7238.03.08