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

Myriam L.H. Beauchamp; Stefano Rezzonico; Terry Bennett; Eric Duku; Stelios Georgiades; Connor Kerns; Pat Mirenda; Annie Richard; Isabel M. Smith; Peter Szatmari; Tracy Vaillancourt; Charlotte Waddell; Anat Zaidman-Zait; Lonnie Zwaigenbaum; Mayada Elsabbagh

doi:10.1007/s10803-022-05678-w

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

Myriam L.H. Beauchamp, Stefano Rezzonico, Terry Bennett, Eric Duku, Stelios Georgiades, Connor Kerns, Pat Mirenda, Annie Richard, Isabel M. Smith, Peter Szatmari, Tracy Vaillancourt, Charlotte Waddell, Anat Zaidman-Zait, Lonnie Zwaigenbaum, Mayada Elsabbagh

School of Education

Tel Aviv University

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Pages (from-to)	4577-4590
Number of pages	14
Journal	Journal of Autism and Developmental Disorders
Volume	53
Issue number	12
DOIs	https://doi.org/10.1007/s10803-022-05678-w
State	Published - Dec 2023

Keywords

Autism spectrum
Bilingualism
Narratives
Pragmatic language
Social skills

All Science Journal Classification (ASJC) codes

Developmental and Educational Psychology

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10.1007/s10803-022-05678-w

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Beauchamp, M. L. H., Rezzonico, S., Bennett, T., Duku, E., Georgiades, S., Kerns, C., Mirenda, P., Richard, A., Smith, I. M., Szatmari, P., Vaillancourt, T., Waddell, C., Zaidman-Zait, A., Zwaigenbaum, L., & Elsabbagh, M. (2023). The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum. Journal of Autism and Developmental Disorders, 53(12), 4577-4590. https://doi.org/10.1007/s10803-022-05678-w

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

abstract = "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.",

keywords = "Autism spectrum, Bilingualism, Narratives, Pragmatic language, Social skills",

author = "Beauchamp, \{Myriam L.H.\} and Stefano Rezzonico and Terry Bennett and Eric Duku and Stelios Georgiades and Connor Kerns and Pat Mirenda and Annie Richard and Smith, \{Isabel M.\} and Peter Szatmari and Tracy Vaillancourt and Charlotte Waddell and Anat Zaidman-Zait and Lonnie Zwaigenbaum and Mayada Elsabbagh",

note = "Publisher Copyright: {\textcopyright} 2022, The Author(s).",

year = "2023",

month = dec,

doi = "10.1007/s10803-022-05678-w",

language = "الإنجليزيّة",

volume = "53",

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journal = "Journal of Autism and Developmental Disorders",

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Beauchamp, MLH, Rezzonico, S, Bennett, T, Duku, E, Georgiades, S, Kerns, C, Mirenda, P, Richard, A, Smith, IM, Szatmari, P, Vaillancourt, T, Waddell, C, Zaidman-Zait, A, Zwaigenbaum, L & Elsabbagh, M 2023, 'The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum', Journal of Autism and Developmental Disorders, vol. 53, no. 12, pp. 4577-4590. https://doi.org/10.1007/s10803-022-05678-w

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T1 - The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum

AU - Beauchamp, Myriam L.H.

AU - Rezzonico, Stefano

AU - Bennett, Terry

AU - Duku, Eric

AU - Georgiades, Stelios

AU - Kerns, Connor

AU - Mirenda, Pat

AU - Richard, Annie

AU - Smith, Isabel M.

AU - Szatmari, Peter

AU - Vaillancourt, Tracy

AU - Waddell, Charlotte

AU - Zaidman-Zait, Anat

AU - Zwaigenbaum, Lonnie

AU - Elsabbagh, Mayada

PY - 2023/12

Y1 - 2023/12

N2 - 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.

AB - 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.

KW - Autism spectrum

KW - Bilingualism

KW - Narratives

KW - Pragmatic language

KW - Social skills

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DO - 10.1007/s10803-022-05678-w

M3 - مقالة

C2 - 36222993

SN - 0162-3257

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SP - 4577

EP - 4590

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

IS - 12

ER -

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

Abstract

Keywords

All Science Journal Classification (ASJC) codes

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