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

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, soci...

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Detalles Bibliográficos
Autores principales: Beauchamp, Myriam L. H., Rezzonico, Stefano, Bennett, Terry, Duku, Eric, Georgiades, Stelios, Kerns, Connor, Mirenda, Pat, Richard, Annie, Smith, Isabel M., Szatmari, Peter, Vaillancourt, Tracy, Waddell, Charlotte, Zaidman-Zait, Anat, Zwaigenbaum, Lonnie, Elsabbagh, Mayada
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10628039/
https://www.ncbi.nlm.nih.gov/pubmed/36222993
http://dx.doi.org/10.1007/s10803-022-05678-w
Descripción
Sumario: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.

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