New guide supports bilingual children with autism

A new resource to support autistic children who are bilingual or are learning English as an additional language has been co-created by the University of Chichester and West Sussex County Council

An evidence based guide to autism and bilingualism was launched last week and is now available to help schools, professionals and families nationwide.

Staff from the University’s Institute of Childhood, Education and Social Work collaborated with Council teams overseeing autism and social communications and ethnic minority and traveller achievement to collate key research and produce a guide with practical strategies to support autistic pupils develop English alongside their home language(s).

The guide also dispels the misconception that, because autistic children and young people have difficulties processing language, they should stick to only one language, English.

Instead, the extensive research carried out by Dr Diana Seach, the University’s former Principal Lecturer in Special Education, outlines the many benefits of bilingual learning. This includes the importance of maintaining a first language for a child’s sense of identity and cultural heritage, and how it can assist a child’s intellectual development.

Dr Seach said: “We have co-produced this guide to highlight the intersection between autism and bilingualism and provide teachers and clinicians with strategies which recognise the ways in which the languages spoken at home and at school are fundamental to their learning and social development.”

Recent years have seen a rise in the number of bilingual children on the autism spectrum. Department for Education figures show there are now over 20,000 children in England with autism who have a first language other than English, a rise also seen in West Sussex.

For any child who does not speak English as a first language, learning at an English school can be more difficult. And for those with autism, a condition characterised by difficulties in processing language and social cues, the English-based curriculum can be especially challenging. As a result, families have sometimes been encouraged to focus on learning English only so children ‘fit in’ at school.

The research collated in the guide, however found there are no additional delays in the language development of bilingual autistic children and instead, that these children often have larger vocabularies than those surrounded by only one language.

Jacquie Russell, West Sussex County Council Cabinet Member for Children and Young People, said: “In West Sussex there is a wealth of knowledge, experience and support around autism and ethnic minorities so it is great to work with the University to share this expertise for the benefit of families here and further afield. This great piece of work places no limit on what a child with autism can achieve and shows how important someone’s culture is to their individual identity.”

Read the guide and other resources around autism and social communication needs.