Autism Spectrum Disorder (ASD) has become increasingly prevalent globally. Autistic children often face significant communication barriers, including delayed language development and difficulties in understanding and responding to others. Thus, some professionals and parents have traditionally discouraged autistic children from learning languages other than their first language to avoid placing an additional burden on their language development. However, research led by Dr Emily Ge Haoyan, Assistant Professor in the School of Education and Languages at Hong Kong Metropolitan University (HKMU), suggests that bilingualism, specifically exposure to Cantonese and English, does not hinder language development in autistic children. Instead, it may enhance their ability to understand and express themselves in daily communication.
ASD is a neurodevelopmental disorder characterised by difficulties with social interaction and communication, along with repetitive and restrictive behaviours. In the past, it was known by various names, including autism, autistic disorder and Asperger syndrome. With the updated diagnostic criteria, these names are now collectively referred to as “Autism Spectrum Disorder”. According to figures from the Education Bureau of the HKSAR Government, the number of primary school students with ASD increased by 26% from 2017/18 to 2022/23.
Dr Emily Ge highlighted that only a few studies have explored the impact of bilingualism on the language development of autistic children. As most of these studies were conducted in English-dominant environments, their findings may not necessarily be applicable to Hong Kong, where both Chinese and English are used. To address the research gap, the research team recruited more than 40 Hong Kong autistic children between 5 and 9 years old to take a language test with the support of the Heep Hong Society.
For more details, please visit HKMU News Centre.
