Sociocultural Influences of Professional Language Recommendations in Bilingual Families of Children With Autism Spectrum Disorder: A Narrative Review

Bilingual families are often advised to raise their child as monolingual, despite mounting evidence of no cognitive differences between monolingual and bilingual children shown across studies of typically developing (TD) children and children with autism spectrum disorder (ASD). In the present narrative review, we discuss sociocultural consequences of recommending against bilingualism in an autistic population and added complexities that accompany deterring heritage language in ASD. Based on common themes in ASD and TD literature, the present review strives to inform educational and healthcare professionals on ways in which recommending against heritage language learning can: (a) place the burden of implementation primarily on families, (b) influence family dynamics; and (c) affect a child's social development and cultural identity. Additionally, we highlight short- and long-term ways for professionals to support bilingual families. As professionals increasingly serve culturally diverse families, there is a pressing need to develop a holistic understanding of bilingualism's effects, not just on cognition, but on social and cultural development.