Browsing by Person "Digard, Bérengère G."

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Autistic people's access to bilingualism and additional language learning: Identifying the barriers and facilitators for equal opportunities
(Frontiers, 2021-09-22) Davis, Rachael; Fletcher-Watson, Sue; Digard, Bérengère G.; Pearson, Amy
Bilingualism is a valuable tool that enriches and facilitates cultural, social and lived experiences for autistic and non-autistic people alike. Research consistently finds no negative effects of bilingualism and highlights the potential for positive effects across cognitive and socio-cultural domains for autistic and non-autistic children. Yet parents of autistic children remain concerned that bilingualism will cause delays in both cognitive and language development and are still frequently advised by practitioners to raise their child monolingually. Evidently, findings from research are not reflected in practice or subsequent advice, and it is essential to identify ways to ensure equal access to additional language learning. We briefly summarise the existing literature on bilingualism and autism, considering perspectives from the bilingual autistic community, and experimental research. We identify the most pertinent barriers to participation for autistic bilingual children in terms of familial, clinical and educational perspectives. We propose novel solutions to promote additional language learning and suggest changes to practice that will contribute to an evidence base for families and practitioners. This commentary makes innovative recommendations at both the individual and societal level to ensure that autistic bilingual people have equal rights and opportunities to language learning and are optimally supported in accessing them.
Raising bilingual autistic children in the UK: At the intersection between neurological and language diversity
(Frontiers Media, 2023-09-08) Digard, Bérengère G.; Johnson, Ellie; Kašćelan, Draško; Davis, Rachael
While research shows no negative effects of bilingualism on autistic children’s development, due to misconceptions around both autism and bilingualism, bilingual parents and educational/clinical practitioners who advise them often express unfounded concerns that exposing autistic children to more than one language will cause confusion and developmental delays. To understand the reasons that drive these misconceptions, this study focuses on: identifying factors that impact family decisions about (not) raising autistic children bilingually; attitudes towards bilingualism expressed by the community, doctors, family members, and teachers; sources of information about bilingualism and autism available to families. Through a mixed-method online survey, we explored these questions in 31 UK-based bilingual families with 34 autistic children (age M = 10.6 years; SD = 7.1). The families reported choosing bilingualism for their autistic child primarily so that the child can communicate with family and community members. Attitudes towards bilingualism in their networks were predominantly positive, with a large portion of individuals not having opinions possibly due to lack of information. Only about 1/3 of parents had access to information on bilingualism and autism, mostly found on the internet. We discuss these findings and offer future directions for research, practice, and battling stigmas around bilingualism and autism.
Supporting Autistic Pupils in the EAL Classroom
(Springer, 2024-08-24) Digard, Bérengère G.; Davis, Rachael
This chapter focuses on how to optimally support autistic children in the EAL classroom. There has been a seismic shift in recent years towards a social model of autism, which is described here, beginning with introducing what autism is (and what it is not). The chapter begins by providing an overview of recent findings relating to social communication skills and how these findings are crucial to implementing inclusive practice in the classroom. This chapter focuses on the implications of autism for learning, language development, and English language learning, suggesting strategies to support pupils’ learning by leveraging their strengths and harnessing their interests. A comprehensive review of the current evidence regarding the intersection of autism and additional language learning, such as English, is presented. The chapter addresses common misconceptions about bilingualism for autistic children. It then presents evidence regarding the different effects of bilingualism on the thinking and learning skills of autistic children, before reporting on the relationship between bilingualism and the lived experiences of autistic people themselves. Finally, the chapter explores recommendations for good practice when supporting autistic pupils in their bilingual development and their learning of English as an additional language, with a particular focus on education research in the EAL classroom.
“The Languages That You Know Draw the Boundary of Your World”: A Thematic Analysis of the Experiences of Autistic Bilingual Adults Living in the United Kingdom
(Mary Ann Liebert Inc, 2022-08-22) Digard, Bérengère G.; Davis, Rachael; Stanfield, Andrew; Sorace, Antonella; Fletcher-Watson, Sue