Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK.
Gonville and Caius College, Trinity Street, Cambridge, CB2 1TA, UK.
J Autism Dev Disord. 2022 Oct;52(10):4440-4473. doi: 10.1007/s10803-021-05314-z. Epub 2021 Oct 16.
Parents of autistic children are routinely advised to raise them monolingually, despite potential negative effects of monolingualism and no evidence of harm from bilingualism. There is, however, limited research on this topic. This study explored experiences and perspectives of educational practitioners ('practitioners') and parents of Hebrew-English bilingual autistic children on bilingualism and monolingualism. Using interpretative phenomenological analysis, we explored the experiences of 22 parents and 31 practitioners using both oral and written interviews. The analysis revealed that religious continuity is a crucial factor in bilingual decision-making. Unexpectedly, both practitioners and parents felt that having to adopt a monolingual approach was unjust, in line with conceptions of forced monolingualism. This article recommends awareness training on community languages and research in other communities.
自闭症儿童的父母通常被建议对其进行单语教育，尽管单语教育可能存在负面影响，但双语教育并无害。然而，关于这个话题的研究有限。本研究探讨了教育从业者（“从业者”）和希伯来语-英语双语自闭症儿童的父母对双语和单语的经验和观点。使用解释性现象学分析，我们通过口头和书面访谈探索了 22 名家长和 31 名从业者的经历。分析结果表明，宗教传承是双语决策的关键因素。出人意料的是，从业者和家长都认为不得不采用单语方法是不公平的，这与被迫单语的观念一致。本文建议对社区语言进行意识培训，并在其他社区开展研究。
