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In:Multifaceted Multilingualism
Edited by Kleanthes K. Grohmann
[Studies in Bilingualism 66] 2024
► pp. 204–231

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Chapter 8
Bilingualism matters

A study of children with autism spectrum disorder and developmental language disorder

 | Aristotle University of Thessaloniki
 | Aristotle University of Thessaloniki
 | University of Cambridge
 | University of Fribourg | University of Geneva
Published online: 4 April 2024
DOI logo with link
https://doi.org/10.1075/sibil.66.08per
Abstract
This study investigated bilingualism effects on language, executive functions and Theory of Mind (ToM) in children with Autism Spectrum Disorder (ASD), and with Developmental Language Disorder (DLD). The performance of these clinical groups was compared to that of children with typical development (TD). All groups were matched on socio-economic status, IQ and chronological age (oscillating around 11 years), and were composed of a total of one hundred and twenty-two participants. Overall, children with ASD and DLD showed more difficulty than their TD peers on language tasks, and monolingual children with ASD struggled more than other groups on both EF and ToM tasks. Bilingualism boosts in executive functions and ToM emerged in bilingual children with ASD compared to their monolingual peers with ASD, however these bilingual advantages were not observed in children with DLD. More specifically, bilinguals with ASD performed better than their monolingual peers at inhibiting distracting non-verbal stimuli and at attributing false beliefs. Bilingual autistic children’s performance in the ToM task related to IQ, sentence comprehension and (marginally) to socio-economic status. Taken together, these findings highlight the selective cognitive benefits of bilingualism, which may vary depending on the children’s condition, on their individual cognitive and linguistic abilities, as well as on their socio-economic backgrounds. This work also shows that bilingualism has no negative effects on children’s development, including those with ASD or DLD.
Article outline
  • 1.Introduction
    • 1.1Language and bilingualism in TD children
    • 1.2Cognition and bilingualism in TD children
    • 1.3Bilingualism in children with ASD and DLD
  • 2.Method
    • 2.1Participants
    • 2.2General procedure
    • 2.3Materials and procedure
    • 2.4Analysis plan
  • 3.Results
    • 3.1Language ability screening tasks
    • 3.2EF task
    • 3.3ToM task
  • 4.Discussion
  • Notes
  • References
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