The article by Betty Yu, “Bilingualism as Conceptualized and Bilingualism as Lived,” was a compelling read. Yu presents an insightful examination of the conflict between a bilingual family’s stated language goals and their observable, daily practices. My initial response was one of concern regarding the prevailing monolingual assumptions that often pressure parents and guardians of bilingual children with Autism Spectrum Disorder (ASD) to limit native language use.
I found it especially interesting that Oscar’s mother identified different barriers to his progress than those suggested by the speech-language pathologist (SLP). While the SLP attributed Oscar’s speech difficulties to the family's bilingualism, his mother believed the real issue was the lack of one-on-one speech therapy: “the problem was the absence of one-on-one speech therapy” (428). Her concern that their use of Chinese might be viewed as the cause of delayed progress reflects a broader, problematic narrative.
Based on our readings and class discussions, one takeaway for me has been how bilingualism or multilingualism is often viewed as detrimental to a child’s linguistic development -- particularly for children with disabilities. In line with that argument, monolingualism is frequently positioned as the ideal or "only" path forward, especially in U.S. contexts where English is viewed as the default or “correct” language. This view sidelines multilingual families and places undue stress on parents like Oscar’s mother, who may feel blamed for their child’s challenges due to their linguistic background rather than structural issues.
This ties into one of Yu’s key conclusions: “Listening to and exploring family members’ beliefs about language use could be a powerful entry into understanding and addressing the different priorities within a family” (433). Yu emphasizes that language is not rigid, and that the needs of bilingual children with ASD are uniquely complex. I appreciated her analysis of how code-switching in Oscar’s family wasn't fixed or formulaic -- it varied depending on context and the family member Oscar was communicating with.
I believe that recognizing the fluidity of language, and understanding it as a dynamic mode of communication rather than a rigid system, can help us move away from limiting, one-size-fits-all approaches. If we can challenge the notion that there is a singular "right" way for children, especially those with disabilities, to learn language, I believe we can begin to design more supportive, inclusive programs that honor the rich linguistic resources of multilingual families.