"Tengo Que Habla Español. Yo No Entiendo Ingles!": A Qualitative Case Study on a Bilingual Child with Autism Spectrum Conditions

Autor/inn/en	Kim, Hyun Uk; Roberti, Marilyn
Titel	"Tengo Que Habla Español. Yo No Entiendo Ingles!": A Qualitative Case Study on a Bilingual Child with Autism Spectrum Conditions
Quelle	In: Journal of Special Education Apprenticeship, 3 (2014) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Qualitative Research; Case Studies; Autism; Pervasive Developmental Disorders; Bilingualism; Monolingualism; Educational Practices; Video Technology; Audio Equipment; Family Relationship; Semi Structured Interviews; Preschool Children; Mothers; Parent Attitudes; Cooperation; Play; Inclusion; Parent Participation; Child Rearing; Parent Child Relationship + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Autismus; Bilingualismus; Bildungspraxis; Audio-CD; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Elternverhalten; Co-operation; Kooperation; Spiel; Inklusion; Elternmitwirkung; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Language differences in children with Autism Spectrum Conditions (ASC) often lead professionals to believe that children with ASC cannot or should not become bilingual, thus advising parents with a child with ASC raised in a bilingual household to adhere to English only. Emerging studies, however, attest that children with ASC can become bilingual, and that there are no language differences between bilingual and monolingual children with ASC. Although these findings are promising, very few studies investigated external factors, such as cultural expectations, school practices and other pertinent factors involved in raising and educating children with ASC bilingually. Drawing from video-and audio-taped data from spontaneous interactions among family members, interviews and field notes, this qualitative case study describes one family's cultural beliefs and practices that influenced raising their child with ASC bilingually. Implications for educators and other professionals are also described. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01