Experiences of Parents of Emergent Bilingual Children Facing Autism Inquiry
Date
2024-05-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Parents are unique experts on their children and their developmental environment. This is especially the case of emergent bilingual children’s parents, who are promising untapped sources of knowledge and wisdom about their children’s language learning, social communication, and development. Emergent bilingual children from immigrant families are in the process of becoming bilinguals when taking the language assessment (Garcia, 2009). The immigrant parents co-construct their children’s bilingual and bicultural experiences.
Social communication/interaction (SC/I) deficits are the main diagnostic criteria of Autism Spectrum Disorder (ASD). Parents’ perspectives on their children’s SC/I, including language skills, were rarely considered in the ASD evaluation. Informed by sociocultural theory (Vygotsky,1993), translanguaging (Garcia, 2009), and the middle-range theory (Merton, 1968), this research explores how immigrant parents describe their emergent bilingual children’s diagnosis of ASD. Data for the study were collected through semi-structured interviews and artifacts with 12 immigrant parents of 13 emergent bilingual children, documenting the nature and extent of immigrant children’s social communication and development, and interaction with the environment. Thematic and moment analysis (Wei, 2011) were used for data analysis. Results of the study revealed that, from the parents’ perspectives, the current ASD assessment tools and procedures marginalized emergent bilingual children. First, this study showed that the assessors in autism diagnosis often failed to recognize emergent bilingual children’s translanguaging practices and other social communication development features. Secondly, the cultural bias and expected SC/I development milestones in ASD assessment tools disadvantaged emergent bilingual children. Thirdly, the current ASD diagnosis often overlooks immigrant parent knowledge. The study suggested that immigrant parent knowledge could expand bilingual children’s SC/I evaluation. It hopes to inspire academics and communities to the interpretive paradigm (Vasilachis de Gialdino, 2009) on SC/I evaluation of emergent bilingual children in the ASD diagnostic process.
Description
Keywords
Autism Spectrum Disorder, ASD diagnosis, emergent bilingual children, immigrant parent knowledge, social communication/interaction, environment, deviant behaviour
Citation
Chen, Y. (2024). Experiences of parents of emergent bilingual children facing autism inquiry (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.