“But it doesn't really have to do with the bilingualism”: Family language policies in transnational families of bilingual autistic children

Family language policy (FLP) investigates family members’ language ideologies, practices, and management strategies. With the growing number of autistic children exposed to bi- or multilingual environments, there is a gap in the existing body of FLP research that has not focused before on speaking and non-speaking autistic children from transnational families. This study, therefore, aims to determine to what extent existing FLP frameworks can adequately capture the lived experiences of families with bilingual autistic children. This mixed method study uses an online parental questionnaire to investigate which language and modality policies and practices are prevalent in transnational families with bilingual autistic children. Thereafter in semi-structured interviews with eight parents, it explores other potential factors that affect parental decisions about bilingualism. The study further aims to explore other broader ideologies and discourses about autism and bilingualism in the parental accounts. The results suggest that most parents of bilingual autistic children shared positive views about bilingualism and linked language challenges to autism, not bilingualism. However, their language practices and management strategies were not always consistent with their views on bilingualism. The results of the interviews indicate that additional diagnoses, spoken language proficiency, the amount of required additional support, misrecognition of early diagnosis, professional recommendations, and access to socioeconomic resources were other factors influencing parental decisions about bilingualism. As a result, I argue that FLP as a theoretical framework fails to capture certain aspects of the families’ lived experiences and to address ableist injustices or offer any remedies against them. After examining Nancy Fraser’s theory of redistribution and recognition and Boaventura de Sousa Santos’ notion of “abyssal thinking”, this thesis highlights the importance of developing an innovative theoretical framework that can incorporate FLP, social class, other forms of difference, and the neurodiversity movement as a transformative remedy to address ableist injustices experienced by bilingual autistic children and their families. This thesis also proposes to use the terms “semiotic practices” and “semiotic management” as part of the FLP framework to incorporate other modalities than spoken language. It also introduces the term “ableist thinking” for descriptions of abyssal thinking related to autism. The proposed model can be used by practitioners working with autistic children and their families and potentially improve their lived experiences and access to bilingual resources