Foreign Language Learning

IF 1.8 4区医学 Q1 LINGUISTICS

Topics in Language Disorders Pub Date : 2024-01-01 DOI:10.1097/tld.0000000000000332

Henry Angulo-Jiménez, Marisela Bonilla-López, Esteban Rojas-Ramírez

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引用次数: 2

Abstract

Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL). We used deductive thematic analysis to characterize the bloggers and establish the perceived effect of autism on FLL. Our analysis of 14 blog posts revealed that the typical blogger had an autism diagnosis, spoke English natively, and had learned Spanish or French as a foreign language through formal instruction and/or self-teaching. We also found that all the bloggers acknowledged both positive and negative effects of autism on FLL, with more bloggers focusing on positive effects. Findings highlight the need for professionals in CSD and FLT to (a) avoid making assumptions about the FLL capabilities of autistic individuals, (b) consult with autistic individuals regarding the perceived value of autistic traits for FLL, and (c) engage in interprofessional practice with each other.

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外语学习

尽管自闭症观点对于循证实践和神经多样性范式至关重要，但它们在研究中的代表性往往不足，直到最近才开始受到不同领域专业人士的关注，包括交流科学与障碍（CSD）和外语教学（FLT）。为了缓解这种状况，我们对自我认同的自闭症博主的外语学习（FLL）经历进行了一项探索性研究。我们使用演绎主题分析法来描述博主的特点，并确定自闭症对 FLL 的影响。我们对 14 篇博文的分析表明，典型的博主都被诊断患有自闭症，母语为英语，并通过正规教学和/或自学的方式将西班牙语或法语作为外语来学习。我们还发现，所有博主都承认自闭症对 FLL 的积极和消极影响，但更多的博主侧重于积极影响。研究结果凸显了 CSD 和 FLT 专业人员的必要性：（a）避免对自闭症患者的 FLL 能力做出假设；（b）就自闭症特征对 FLL 的认知价值与自闭症患者进行协商；以及（c）相互参与跨专业实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Language Disorders Multiple-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.