Can We Speak Two Languages at Home? What Research Says About How Autistic People, Parents and Supporters See Bilingualism

Byline: Chau Sir / chausir.com

This article summarises public research with AI assistance.

1. What the study looked at

Lim, Wee and Wong from the National Institute of Education, Nanyang Technological University (Singapore), with Russell-George from the University of Texas at Austin, published a systematic review online on 29 July 2025 in Review Journal of Autism and Developmental Disorders. The work synthesises perspectives and experiences of autistic people, parents and service providers on bilingualism and multilingualism. Following PRISMA and PROSPERO registration, the team included 28 qualitative studies (from 32 reports) and used thematic synthesis. The sample covers about 218 parents, about 119 service providers, and about 108 autistic people (mostly adults who could take part in interviews through speech or writing). [1]

2. What the review found

Across the three stakeholder groups, bilingual benefits were often named, such as family and cultural connection and wider social and later-life opportunities. Some autistic interviewees also said that having another language helped them feel more grounded in social settings. At the same time, many parents said they had been advised to use only the majority language, out of concern that two languages might confuse the child or slow progress. Service providers overall tended to support bilingualism, but became more cautious when a child’s language progress was slower.

The authors stress that language decisions often mix professional advice, social pressure, culture and religion, and the child’s actual communication situation, with a heavy emotional load. These findings map the literature and qualitative themes. They do not prove that bilingualism necessarily suits or does not suit every child, and they do not mean every family has the same experience. These are descriptive associations from the current literature. They do not prove that any single factor will bring a particular result. [1]

3. Reading with care

This is a qualitative systematic review. It uses existing interview and perspective studies to describe a map of how autistic people, parents and supporters see bilingual decisions. Samples and methods are not consistent. Overseas home language mixes and school rhythms also differ from those in Hong Kong, so the findings are a reference only. Do not assume that every family “must be bilingual,” and do not treat the findings as a message that anyone “must abandon the home language.” The review is not a complete picture of any one child. [1]

4. Small things Hong Kong parents can notice

Many Hong Kong homes use Cantonese and English together, sometimes with Putonghua or another heritage language. Which language grandparents and relatives use for heartfelt talk often links with closeness and belonging. The literature is a reminder not to drop the home language at once just because someone said “one language is safer.” You can first talk with the SENCO (special educational needs coordinator), a communication support person, or a trusted parent group about which languages the home actually uses and which main caregiver is most comfortable with which language, then decide workable steps together according to family realities.

In everyday life you can try: using the heritage language naturally in familiar scenes such as cooking, storytelling and singing; practising listening and speaking with distant relatives through short video calls; if school is mainly English, telling teachers which languages the family wants to keep and asking about bilingual resources or translation support. Chinese families sometimes feel they must follow whatever a professional says; you can bring your own culture and family realities and ask for the reasons clearly.

From a CRP (Communication, Relationship, Parenting) point of view, you can start with communication and relationship: adults and the child talk through which languages matter most at home and which scenes feel most natural, keep a predictable rhythm, and do not demand every change at once. The research is a reference only. Every family has its own pace, and there is no need to blame yourself or your child. If language choices leave the whole family tangled, or the child long feels unable to talk with grandparents, you can check with the school special educational needs coordinator, a trusted parent group, or a family support service about ways to walk alongside. If there is an immediate crisis, call 999 or the Mental Health Support Hotline 18111.

Sources

1. Lim, N., Wee, R., Wong, V., & Russell-George, A. (2025). Autism and bilingualism: A systematic review of stakeholders’ perspectives and experiences. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-025-00519-9 (publisher page: https://link.springer.com/article/10.1007/s40489-025-00519-9)

Disclaimer

Educational information, not a diagnosis or medical advice.

Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.