scholarly journals Perspectives and experiences of autistic multilingual adults: A qualitative analysis. (Under revision)

2021 ◽  
Author(s):  
Kathryn Nolte ◽  
Sue Fletcher-Watson ◽  
Antonella Sorace ◽  
Andrew Stanfield ◽  
Bérengère Galadriel Digard
Keyword(s):  
Qualitative Analysis ◽  
Language Learning ◽  
Online Survey ◽  
Language Education ◽  
Valuable Insight ◽  
Motivating Factors ◽  
Self Confidence ◽  
Autistic People ◽  
Wide Range ◽  
The Impact

Please note this paper is being peer-reviewed for publication in Autism in Adulthood:Nolte, K., Fletcher-Watson, S., Sorace, A., Stanfield, A., & Digard, B.G. (2021). Perspectives and experiences of autistic multilingual adults: A qualitative analysis. (Under revision for Autism in Adulthood)Please do not cite this preprint.Background: The combined experience of autism and bilingualism is poorly understood, leading to poor support and guidance for autistic people in multilingual environments or interested in languages, and for their families. While most studies available focus on the language and cognitive profiles of autistic bilinguals, or on the experiences of parents, little is known about the lived experiences of autistic multilinguals. Methods: To address this question, this study examined the impact of autism and multilingualism on the lives of 54 autistic multilingual adults who completed an online survey assessing the profiles of autistic bi- and multilinguals. Thematic analysis was used to process responses to the survey’s open-ended questions to explore motivations for learning languages, and the perceived benefits linked to being both autistic and multilingual. Results: There was a wide range of language profiles in the sample, with various levels of proficiency, ages of acquisition, and learning environments. Respondents reported various motivating factors for the acquisition of multiple languages, including social aspects and a predisposition for language learning. Respondents reported many benefits of multilingualism, such as opportunities, relationships, social skills, and self-confidence. Conclusions: Unlike previous work with autistic multilinguals involving case studies, the larger sample involved here offers valuable insight into the profiles and experiences of this overlooked population. Like their neurotypical peers, autistic people can become multilingual without being language savants, and they can acquire languages through life circumstances, education, or by choice, reaching varying levels of proficiency. According to our respondents, being autistic can both positively and negatively influence language learning. Importantly, autistic people can experience numerous benefits from multilingualism, especially regarding social communication, opportunities, and self-confidence. These findings will have implications for language education practices as well as for multilingual families and the practitioners who support them.

scholarly journals Bilingualism in autism: Language learning profiles and social experiences

2020 ◽  
Author(s):  
Bérengère Galadriel Digard ◽  
Antonella Sorace ◽  
andrew stanfield ◽  
Sue Fletcher-Watson
Keyword(s):  
Language Learning ◽  
Social Life ◽  
Life Quality ◽  
Social Experiences ◽  
Valuable Insight ◽  
Online Questionnaire ◽  
Language History ◽  
Autistic People ◽  
Wide Range ◽  
Autistic Adults

Please note this paper has now been peer-reviewed and published.The published version can be found at https://journals.sagepub.com/doi/full/10.1177/1362361320937845To cite, please use: Digard, B. G., Sorace, A., Stanfield, A., & Fletcher-Watson, S. (2020). Bilingualism in autism: Language learning profiles and social experiences. Autism. https://doi.org/10.1177/1362361320937845Please do not cite this preprint.Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. The sample included 89 monolingual English speakers, 98 bilinguals, and 110 multilinguals, with a wide range of language profiles. Regression models were used to analyse how bilingualism variables predicted social life quality ratings. In the full sample, age negatively predicted social life quality scores while the number of languages known positively predicted social life quality scores. In the multilingual subset, age negatively predicted social life quality scores, while third language proficiency positively predicted social life quality scores. This is the first study describing the language history and social experiences of a substantial sample of bilingual and multilingual autistic adults. It provides valuable insight into how autistic people can learn and use a new language, and how their bilingualism experiences shape their social life.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

The impact of the COVID-19 pandemic on autistic adults – a survey

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Conor James Davidson ◽  
Keri Lodge ◽  
Alwyn Kam
Keyword(s):  
Coping Strategies ◽  
Design Methodology ◽  
Online Survey ◽  
Negative Impact ◽  
Significant Deterioration ◽  
Cross Sectional ◽  
Content Type ◽  
Autistic People ◽  
Autistic Adults ◽  
The Impact

Purpose To date there has been limited research on the impact of the COVID-19 pandemic on autistic people. This study aims to present the results of a survey of autistic people (n = 51) conducted by a UK specialist autism team. Design/methodology/approach A cross-sectional online survey. Findings A total of 72% respondents reported either some or significant deterioration in mental health during the pandemic. The issues that caused most negative impact were uncertainty over what will happen next and disruption of normal routine. Respondents reported a variety of coping strategies to help them through the pandemic. Originality/value To date there has been little research looking specifically at the impact of the COVID-19 pandemic on autistic people. This paper adds weight to the evidence that the pandemic has had a particularly severe impact on autistic adults and includes useful information on potential coping strategies for this population.

scholarly journals Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

2016 ◽  
Vol X (1) ◽  
pp. 107-110
Author(s):  
Barbara Schmenk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Theory And Practice ◽  
Self And Other ◽  
Upper Secondary ◽  
The Impact

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

FL Instructor Beliefs About Machine Translation

2021 ◽  
Vol 11 (4) ◽  
pp. 1-18
Author(s):  
Emily Hellmich ◽  
Kimberly Vinall
Keyword(s):  
Language Learning ◽  
Machine Translation ◽  
Large Scale ◽  
Language Education ◽  
Past Research ◽  
Pedagogical Practices ◽  
Future Research ◽  
Potential Threat ◽  
Instructor Beliefs ◽  
The Impact

Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

scholarly journals Identifying Users’ Requirements for Emergency Mapping Team Operations in the Dominican Republic

2020 ◽  
Vol 9 (3) ◽  
pp. 165
Author(s):  
Gregorio Rosario Michel ◽  
Santiago Muñoz Tapia ◽  
Fernando Manzano Aybar ◽  
Vladimir Guzmán Javier ◽  
Joep Crompvoets
Keyword(s):  
Dominican Republic ◽  
Spatial Data ◽  
Online Survey ◽  
Caribbean Region ◽  
Geospatial Information ◽  
Data Infrastructure ◽  
Future Studies ◽  
Wide Range ◽  
The Caribbean ◽  
The Impact

In recent years, a growing number of stakeholders have been taking part in the generation and delivery of geospatial information and services to reduce the impact of severe natural disasters on the communities. This is mainly due to a huge demand for accurate, current and relevant knowledge about the impacted areas for a wide range of applications in risk-informed decision makings. The aim of this paper is to identify users’ requirements for emergency mapping team (EMT) operations in the Dominican Republic (DR). An online survey was applied to collect data from key users involved in the Inter-Institutional Geospatial Information Team in DR. Our findings suggest a set of users’ requirements for EMT operations: (1) standardization; (2) establishing and maintaining a spatial data infrastructure; (3) partnership; (4) effective communication among stakeholders; and (5) capacity building. A better understanding of the users’ requirements and the associated information workflows will lead to a superior level of readiness for EMT operations in DR. This knowledge will support future studies/practices at the local and national levels in the Caribbean region, which share similar challenges in terms of natural hazards and development issues.

scholarly journals The Impact of Language and Skills Training on Immigrants's Lives

2009 ◽  
Vol 18 (2) ◽  
pp. 01 ◽  
Author(s):  
Ping Wong ◽  
Patricia Duff ◽  
Margaret Early
Keyword(s):  
Language Learning ◽  
Training Program ◽  
Job Search ◽  
Skills Training ◽  
Future Research ◽  
Structured Interviews ◽  
Assessment Tests ◽  
Self Confidence ◽  
Employment Barriers ◽  
The Impact

This study is a qualitative exploration of the experiences of immigrants who completed a health care aide training program that combined occupational skills and ESL training. The focus was the employment barriers and personal benefits associated with program completion. Data were collected through structured interviews with nine participants, eight of whom were women, which were then transcribed and analyzed for central themes. The interview data were supplemented with document data consisting of information from application forms and intake assessment tests. The findings revealed that participation in the training program had a major impact on the employment, identities, and settlement of program participants. The skills and language training improved the employment prospects of the individuals, although many had to overcome such employment barriers as the need to work on call, conflicts between domestic responsibilities and work outside the home, and transportation limitations. Many participants also spoke of the importance of learning job-search skills and the personal significance of having an occupational identity. Finally, successful completion of the program increased the self-confidence and autonomy of the individuals, which in turn aided their settlement and integration into Canadian society. The article concludes with recommendations for future research in this area, as well as pedagogical interventions to assist participants with their ongoing language learning, job aspirations, and settlement.

Exploring EFL Learners' Preferences, Perceived Needs, and Perceptions about Language Learning Strategies

2016 ◽  
Vol 7 (6) ◽  
pp. 1128
Author(s):  
Maryam Alsadat Mortazavi ◽  
Hamed Barjesteh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Education ◽  
Language Experience ◽  
Efl Learners ◽  
Perceived Needs ◽  
Academic Level ◽  
Significant Difference ◽  
The Impact

This study was to investigate the impact of language experience and academic level on the perceived needs of Iranian undergraduate EFL learners. Two groups of Iranian TEFL female students (freshmen and senior) were compared regarding their preferences, perceived needs and perceptions of different activity types about language learning. To collect data, Sihong's (2007) needs analysis questionnaire for English language needs was utilized. Thirty two freshman and twenty nine senior MA students with the age range of 25-35 were considered as the subject of this study. They were asked to fill out the questionnaire through email and they were given the confidence that the collected data would remain anonymous. Results revealed that there was a significant difference between freshman and senior EFL learners in their preferences, needs and opinions about various types of activities, and various aspects of language education. The findings also revealed that freshmen students required more practice in grammar and pronunciation than vocabulary for them. The most difficult components of language were pronunciation, vocabulary and grammar respectively; however, the senior students reported that vocabulary and grammar were the most difficult component of language skill and pronunciation was the least one.

Insight into the brain metastasis journey: Initial survey results from patients and caregivers.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 2069-2069
Author(s):  
Nicole Willmarth ◽  
Scott Elder ◽  
Avery Fine ◽  
Manmeet Singh Ahluwalia ◽  
Jill Barnholtz-Sloan ◽  
...  
Keyword(s):  
Online Survey ◽  
Treatment Success ◽  
Adult Child ◽  
Valuable Insight ◽  
Success Rates ◽  
Survey Results ◽  
Tumor Association ◽  
Initial Survey ◽  
The Impact

2069 Background: Brain metastases (BM) are the most common central nervous system tumors in the US. Though the exact incidence is unknown, BM are estimated to occur in up to 10-20% of all cancers. Despite the high frequency, there is little systematic knowledge about how BM are typically diagnosed and treated. The American Brain Tumor Association (ABTA) seeks to understand the BM journey: symptoms, diagnosis, treatment, and end of life, through a survey of BM patients and caregivers. Methods: Two surveys were developed by the ABTA with vendor, PSB Research, after careful literature review. The surveys were reviewed by a panel of clinicians who treat BM patients. Online survey research was conducted between 8/13-9/16/18, with one survey for adults with BM (N = 237) and another for caregivers (N = 211). Respondents came from PSB’s panels and ABTA collaborators: LUNGevity, Melanoma Research Foundation and the Kidney Cancer Association. Results: Ninety percent of patients, and a similar number of caregivers, were surprised by the diagnosis, with only 20% of patients knowing about BM before diagnosis. Most caregivers were the adult child of a patient. The impact of the diagnosis was primarily emotional. Top concerns after diagnosis, for both patients and caregivers, were likelihood of treatment success and impact on quality of life. Although a majority of patients were happy with the quality of information given, they stated a need to receive a greater quantity of information about treatment success and options. Only 30% of patients were referred to a patient advocacy organization. When referred, information on treatment success rates and options was most sought. Conclusions: Direct patient and caregiver feedback provides valuable insight towards understanding the BM journey and resources needed to support patients and caregivers. A subsequent survey among oncologists and other clinicians, planned for spring of 2019, will add to these findings.

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