Emotional perspectives of the associations between L1 and L2 vocabulary disabilities in autistic bilingual children

Abstract

Aims:

Due to the complexities and diversity inherent in both autism spectrum disorder (ASD) and bilingualism, and their intersection, this study investigates the correlation between emotional measurements and vocabulary disabilities in preschool-aged autistic bilingual children. The early preschool years are critical for all children, especially those with autism who are bilingual. It is increasingly recognized that these children may face challenges in vocabulary acquisition, potentially affecting their bilingual language development and processing.

Methodology:

Data were collected from 46 bilingual children diagnosed with autism, aged 3–4 years, across three preschool settings. The study focused on three measurement domains: Vocabulary Learning Questionnaire, Emotional Characteristics, and Parents’ Emotions. Pearson correlations were employed to explore relationships among these domains and to examine whether emotional measurements correlate with vocabulary disabilities in both their first language (L1) and second language (L2).

Findings:

The Bivariate DF extremes analysis, utilizing data from the bilingual Vocabulary and Language Questionnaire (VLQ), Infant-Toddler Social and Emotional Assessment (ITSPA), and Depression Anxiety Stress Scales (DASS), indicates a moderate influence of emotional assessments on vocabulary disabilities in both L1 and L2. Interestingly, subtle variations were observed in the reciprocal impacts between L1 and L2 vocabulary disabilities. Specifically, Bivariate DF extremes analyses revealed a strong emotional correlation (r = .71) between L1 and L2 vocabulary disabilities, while the average correlation was moderate (r = .56).

Significance:

These findings underscore the significant role of emotional measurements in elucidating the intricate relationship between vocabulary disabilities in L1 and L2 among autistic bilingual children.