Today, 2 April, marks World Autism Awareness Day – a UN global initiative designed to challenge stereotypes, raise deeper awareness, debunk myths and promote understanding and knowledge about Autism Spectrum Disorder (ASD). The goal? To move beyond misconceptions and to create more inclusive environments for individuals with ASD – spaces that celebrate differences rather than label them as weaknesses. It’s about ensuring that every individual with autism can fully exercise their human rights and that includes the right to all their languages. But here’s the conundrum: we can’t set the stage and make that a reality if we’re stuck at surface-level awareness and call it a day simply because it’s more comfortable. (Though whether that’s really easier in the long run is debatable!) There’s only one way forward – we need to go deeper, get informed and be open to unlearning some of what we’ve picked up along the way while tuning in to what really matters and giving ourselves permission to do things differently.
If you’ve read any of my previous posts on this topic, you’ll know that I’ve spoken about this before. However, if you haven’t, here is the short version: for years, myths have been circulating, claiming that bilingualism is “too much” for autistic children; that it might confuse them, delay their development or exacerbate their overall situation.
I once attended an event where a concerned mother asked if she could raise her autistic child with two languages. The advice she was given? “Don’t do it! If your child is already struggling with language, just focus on the school language. Don’t make things even more complicated.” And it was handed out just like that, like blanket advice – no questions asked, no curiosity, no effort to understand the family’s concrete situation.
Needless to say, this child’s linguistic future was thrown under the bus – with everyone silently witnessing the damage. No one had the chance to question it. No one had the opportunity to push back. It was handed out as if it were common sense and then the meeting was closed.
But research tells a different story. When parents and caregivers rely on advice from so-called experts, without any evidence, they can so easily be steered in the wrong direction and the consequences can be long-lasting. And they are.
Families seeking advice are often in a vulnerable place, which only amplifies the harm. It cuts deeper. These sweeping recommendations can rob a child of opportunities and, worse, parts of their identity.
In reality, the studies we do have – while still limited – show no language-related disadvantages for autistic children raised with more than one language. Quite the opposite: bilingualism may support stronger language development, improved social communication and greater cognitive flexibility.
New research alert: How multilingualism can support executive function in autistic children
Let’s just start by quickly touching on what executive functioning (EF) is. It is a set of cognitive skills that help us plan, organise, manage time, regulate emotions and control behavior to reach our goals. Think of it like the brain’s “management system” – it helps us focus, block out distractions, shift attention, adapt when plans change, remember instructions, stay in control, etc.. The key components of executive functioning include working memory, inhibition control, shifting attention and cognitive flexibility.
For children with autism, difficulties with EF are often linked to common traits like repetitive behaviors, difficulties with social communication and struggles with perspective-taking.
A recent study by Celia Romero and colleagues (see below for full citation), published in Autism Research (2024), explored how multilingualism affects executive functioning (EF) and core autism traits in children aged 7–12. The cohort for the study included children with ASD and such with typical development (TD). The results? Encouraging, especially for multilingual families.
Key takeaways from the study:
💡 Multilingual children had stronger EF skills than monolingual children within both ASD and TD control groups – especially when it came to inhibition (self-control) and shifting (change).
💡 These effects were even more visible for autistic children. Multilingual children with ASD showed better inhibition skills than their monolingual peers with ASD.
💡 Perspective-taking – the ability to understand a situation from another person’s point of view – was stronger in multilingual children and the most significant improvements were seen in multilingual children with ASD.
💡 While multilingualism didn’t directly improve social communication or repetitive behaviours, it did have an indirect effect. Why? Because stronger EF skills were linked to improvements in these areas. The findings build on earlier research showing that children with stronger executive function skills tend to show fewer challenges related to these core traits of autism.
What this means for parents & educators.
If you’re raising or working with an autistic child in a multilingual environment, don’t be afraid to embrace multilingualism! Language diversity isn’t a barrier – it can be a powerful asset.
That means avoiding practices that (unintentionally) limit a child’s growth, connection or identity:
🚫 Don’t limit or stop exposure to the home language. Doing so risks weakening their bond with extended family and cutting off access to their cultural roots.
🚫 Don’t withhold multilingual exposure. Language is a tool for connection, learning and communication – and autistic children deserve those opportunities just as much as anyone else.
🚫 Don’t alter the quality or reduce the quantity of interactions. Rich, responsive communication is essential to all children’s development. Even more so when EF or communication differences are present. Every word, gesture and shared moment counts.
The key is to follow the child’s interest, pace and individual needs – instead of making blanket assumptions that multilingualism is too much for them to handle. That’s not support. That’s oversimplification of a deeply nuanced reality.
So, on this World Autism Awareness Day, let’s remember: there is no one “right” way to learn or communicate. Every child deserves the chance to grow, connect and express themselves – in one language or in three.
Resources:
- Bernier, A., Carlson, St. M. and Whipple, N. (2010) ‘From external regulation to self-regulation: early parenting precursors of young children’s executive functioning’, Child Development, 81(1), pp.326-339.
- Peristeri, E. et al. (2021) “The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors?”, Autism Research, 14 (8), pp. 1695-1709.
- Romero, C. et al. (2024) “Multilingualism impacts children’s executive function and core autism symptoms”, Autism Research, 17 (12), pp. 2645-2661.
