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Different paths to multilingualism in Autism Spectrum Disorder (ASD): Naturalistic and non-interactive.

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  • 1Department of English Literature and Linguistics, Bar-Ilan University, Ramat Gan, Israel.

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Summary

Children with Autism Spectrum Disorder (ASD) can acquire foreign languages through non-interactive input, showing diverse language acquisition paths. Performance varied, with some groups showing differences in Hebrew morpho-syntax.

Keywords:
Autism Spectrum Disorder (ASD)bilingualism/multilingualismmorpho-syntaxnaturalnon-interactivespontaneous acquisition of foreign languageunexpected

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Neurodevelopmental Disorders

Background:

  • Autism Spectrum Disorder (ASD) presents unique challenges in language acquisition.
  • Research on foreign language acquisition in autistic children is limited, especially concerning non-interactive input methods.
  • Understanding diverse language learning pathways is crucial for educational and therapeutic interventions.

Purpose of the Study:

  • To investigate foreign language acquisition in children with Autism Spectrum Disorder (ASD) using non-interactive input.
  • To compare the morpho-syntactic abilities of autistic children (ASD-NI and ASD-Nat) with typically developing children (TLD-Nat).
  • To explore the relationship between language exposure and performance in different language acquisition contexts.

Main Methods:

  • Participants: 46 English-Hebrew speaking children (ages 4;10-12;0) divided into three groups: ASD-NI (n=14), ASD-Nat (n=12), and TLD-Nat (n=20).
  • Assessment: Morpho-syntactic abilities evaluated using Sentence Repetition tasks in both English and Hebrew.
  • Data Analysis: Group comparisons and correlational analyses between exposure and performance scores.

Main Results:

  • No significant group differences in English morpho-syntax were found.
  • In Hebrew, the ASD-NI group performed similarly to the ASD-Nat group but lower than the TLD-Nat group.
  • Individual differences in performance between English and Hebrew were observed across all groups.
  • Correlations between exposure and Sentence Repetition scores were significant for Hebrew but not English.

Conclusions:

  • Children with ASD can acquire foreign languages through both naturalistic and non-interactive input, demonstrating varied acquisition pathways.
  • Language acquisition in ASD is not monolithic and can be influenced by input modality and linguistic context.
  • Further research is needed to understand the cognitive mechanisms underlying non-interactive language learning in autistic populations.