{"title":"自闭症患者的双语语言发展","authors":"P. Prévost, Laurice Tuller","doi":"10.1075/lab.21018.pre","DOIUrl":null,"url":null,"abstract":"\n Bilingual language development in children with autism is a new field; the entire body of literature, which is so\n far sparse, has been published within the last ten years. The potential impact of this research is, however, very high, due to\n increasing numbers of children growing up bilingually in many countries crossed with the rising number of children being diagnosed\n with Autism Spectrum Disorder (ASD). Parents and practitioners need guidelines with solid empirical foundations which could\n provide the base for answering questions about language practices. Overall, no detrimental effects of bilingualism have so far\n been reported for either language development or characteristics related to autism. Based on a scoping review, this paper assesses\n these findings and addresses what current knowledge allows us to conclude about bilingual language development in autism. It is\n suggested that while recent studies are posing more sophisticated research questions and using more appropriate tools, remaining\n issues, notably related to how variables related to autism and to bilingualism are taken into account, render clarity on this\n research topic elusive at this point. It is argued that future studies should directly take up the challenge of addressing\n diversity in both ASD and in bilingualism, and their intersection.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"16","resultStr":"{\"title\":\"Bilingual language development in autism\",\"authors\":\"P. Prévost, Laurice Tuller\",\"doi\":\"10.1075/lab.21018.pre\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n Bilingual language development in children with autism is a new field; the entire body of literature, which is so\\n far sparse, has been published within the last ten years. The potential impact of this research is, however, very high, due to\\n increasing numbers of children growing up bilingually in many countries crossed with the rising number of children being diagnosed\\n with Autism Spectrum Disorder (ASD). Parents and practitioners need guidelines with solid empirical foundations which could\\n provide the base for answering questions about language practices. Overall, no detrimental effects of bilingualism have so far\\n been reported for either language development or characteristics related to autism. Based on a scoping review, this paper assesses\\n these findings and addresses what current knowledge allows us to conclude about bilingual language development in autism. It is\\n suggested that while recent studies are posing more sophisticated research questions and using more appropriate tools, remaining\\n issues, notably related to how variables related to autism and to bilingualism are taken into account, render clarity on this\\n research topic elusive at this point. It is argued that future studies should directly take up the challenge of addressing\\n diversity in both ASD and in bilingualism, and their intersection.\",\"PeriodicalId\":48664,\"journal\":{\"name\":\"Linguistic Approaches To Bilingualism\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2021-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"16\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistic Approaches To Bilingualism\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1075/lab.21018.pre\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Approaches To Bilingualism","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1075/lab.21018.pre","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
Bilingual language development in children with autism is a new field; the entire body of literature, which is so
far sparse, has been published within the last ten years. The potential impact of this research is, however, very high, due to
increasing numbers of children growing up bilingually in many countries crossed with the rising number of children being diagnosed
with Autism Spectrum Disorder (ASD). Parents and practitioners need guidelines with solid empirical foundations which could
provide the base for answering questions about language practices. Overall, no detrimental effects of bilingualism have so far
been reported for either language development or characteristics related to autism. Based on a scoping review, this paper assesses
these findings and addresses what current knowledge allows us to conclude about bilingual language development in autism. It is
suggested that while recent studies are posing more sophisticated research questions and using more appropriate tools, remaining
issues, notably related to how variables related to autism and to bilingualism are taken into account, render clarity on this
research topic elusive at this point. It is argued that future studies should directly take up the challenge of addressing
diversity in both ASD and in bilingualism, and their intersection.
期刊介绍:
LAB provides an outlet for cutting-edge, contemporary studies on bilingualism. LAB assumes a broad definition of bilingualism, including: adult L2 acquisition, simultaneous child bilingualism, child L2 acquisition, adult heritage speaker competence, L1 attrition in L2/Ln environments, and adult L3/Ln acquisition. LAB solicits high quality articles of original research assuming any cognitive science approach to understanding the mental representation of bilingual language competence and performance, including cognitive linguistics, emergentism/connectionism, generative theories, psycholinguistic and processing accounts, and covering typical and atypical populations.