‘It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis / David Ariel SHER in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2756-2773 Titre : ‘It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis Type de document : texte imprimé Auteurs : David Ariel SHER, Auteur ; Nicole Wendy SHER, Auteur ; Jenny L. GIBSON, Auteur ; Hannah Ella SHER, Auteur Article en page(s) : p.2756-2773 Langues : Anglais (eng) Mots-clés : autism  autistic  bilingualism  Hebrew  Jewish  qualitative Index. décimale : PER Périodiques Résumé : Over half the world’s population are bilingual. Despite this, practitioners often advise parents of autistic children to teach their child one dominant national language and limit their child’s exposure to community languages. Limited research with autistic children’s carers has shown that this monolingual approach impoverishes children’s experiences in communal, familial, religious, and social contexts. There is very little research on this topic from the first-person perspectives of autistic children themselves. There is no research exploring the perspectives of Hebrew-English bilingual autistic children. This study aimed to explore the perspectives and experiences of autistic children on Hebrew-English bilingualism. In accord with the interpretative phenomenological analysis (IPA) methodological framework, semi-structured interviews were conducted to explore the experiences of 13 Hebrew-English bilingual autistic children. The IPA clustering process resulted in two overarching group experiential themes (GETs). The first GET was ‘Bilingualism aids religious, educational, and social integration and connection’. The second GET was ‘Preference of bilingualism and dislike of monolingual approach’. Recommendations include training for practitioners regarding potential positive outcomes of bilingualism, alongside the way their advice to adopt a monolingual approach impacts upon autistic children. We also argue the importance of autistic children’s views being considered whenever bilingual decision-making is made.Lay abstract Over half the world’s population speak two or more languages. Despite this, practitioners often advise parents of autistic children to teach their child one main national language and not expose their child to additional community languages. Limited research with autistic children’s carers has shown that this approach negatively impacts autistic children’s communal, family, religious, and social experiences. There is very little research on this topic from the first-hand perspectives of autistic children themselves. There is no research exploring the perspectives of autistic children who speak both Hebrew and English. This study aimed to explore the views of autistic children who have ability in the Hebrew and English languages. Using the interpretative phenomenological analysis (IPA) research approach, we conducted interviews to explore the experiences of 13 autistic children who have ability in both the Hebrew and English languages. The research resulted in two overarching themes. The first theme was ‘Bilingualism aids religious, educational, and social integration and connection’. The second theme was ‘Preference of bilingualism, and dislike of monolingual approach’. Our recommendations include training practitioners to be more aware of the way the advice they give for autistic children to only learn one language can negatively impact autistic children. We also argue that whenever decision-making about an autistic child learning two or more languages is made, autistic children’s views should be considered. En ligne : https://dx.doi.org/10.1177/13623613251367244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] â€˜It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis [texte imprimé] / David Ariel SHER, Auteur ; Nicole Wendy SHER, Auteur ; Jenny L. GIBSON, Auteur ; Hannah Ella SHER, Auteur . - p.2756-2773. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2756-2773 Mots-clés : autism  autistic  bilingualism  Hebrew  Jewish  qualitative Index. décimale : PER Périodiques Résumé : Over half the world’s population are bilingual. Despite this, practitioners often advise parents of autistic children to teach their child one dominant national language and limit their child’s exposure to community languages. Limited research with autistic children’s carers has shown that this monolingual approach impoverishes children’s experiences in communal, familial, religious, and social contexts. There is very little research on this topic from the first-person perspectives of autistic children themselves. There is no research exploring the perspectives of Hebrew-English bilingual autistic children. This study aimed to explore the perspectives and experiences of autistic children on Hebrew-English bilingualism. In accord with the interpretative phenomenological analysis (IPA) methodological framework, semi-structured interviews were conducted to explore the experiences of 13 Hebrew-English bilingual autistic children. The IPA clustering process resulted in two overarching group experiential themes (GETs). The first GET was ‘Bilingualism aids religious, educational, and social integration and connection’. The second GET was ‘Preference of bilingualism and dislike of monolingual approach’. Recommendations include training for practitioners regarding potential positive outcomes of bilingualism, alongside the way their advice to adopt a monolingual approach impacts upon autistic children. We also argue the importance of autistic children’s views being considered whenever bilingual decision-making is made.Lay abstract Over half the world’s population speak two or more languages. Despite this, practitioners often advise parents of autistic children to teach their child one main national language and not expose their child to additional community languages. Limited research with autistic children’s carers has shown that this approach negatively impacts autistic children’s communal, family, religious, and social experiences. There is very little research on this topic from the first-hand perspectives of autistic children themselves. There is no research exploring the perspectives of autistic children who speak both Hebrew and English. This study aimed to explore the views of autistic children who have ability in the Hebrew and English languages. Using the interpretative phenomenological analysis (IPA) research approach, we conducted interviews to explore the experiences of 13 autistic children who have ability in both the Hebrew and English languages. The research resulted in two overarching themes. The first theme was ‘Bilingualism aids religious, educational, and social integration and connection’. The second theme was ‘Preference of bilingualism, and dislike of monolingual approach’. Our recommendations include training practitioners to be more aware of the way the advice they give for autistic children to only learn one language can negatively impact autistic children. We also argue that whenever decision-making about an autistic child learning two or more languages is made, autistic children’s views should be considered. En ligne : https://dx.doi.org/10.1177/13623613251367244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

"It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children / David Ariel SHER in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4440-4473 Titre : "It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children Type de document : texte imprimé Auteurs : David Ariel SHER, Auteur ; Jenny L. GIBSON, Auteur ; Wendy V. BROWNE, Auteur Article en page(s) : p.4440-4473 Langues : Anglais (eng) Mots-clés : Autism  Bilingualism  English  Hebrew  Jewish  Monolingualism Index. décimale : PER Périodiques Résumé : Parents of autistic children are routinely advised to raise them monolingually, despite potential negative effects of monolingualism and no evidence of harm from bilingualism. There is, however, limited research on this topic. This study explored experiences and perspectives of educational practitioners ('practitioners') and parents of Hebrew-English bilingual autistic children on bilingualism and monolingualism. Using interpretative phenomenological analysis, we explored the experiences of 22 parents and 31 practitioners using both oral and written interviews. The analysis revealed that religious continuity is a crucial factor in bilingual decision-making. Unexpectedly, both practitioners and parents felt that having to adopt a monolingual approach was unjust, in line with conceptions of forced monolingualism. This article recommends awareness training on community languages and research in other communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05314-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] "It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children [texte imprimé] / David Ariel SHER, Auteur ; Jenny L. GIBSON, Auteur ; Wendy V. BROWNE, Auteur . - p.4440-4473. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4440-4473 Mots-clés : Autism  Bilingualism  English  Hebrew  Jewish  Monolingualism Index. décimale : PER Périodiques Résumé : Parents of autistic children are routinely advised to raise them monolingually, despite potential negative effects of monolingualism and no evidence of harm from bilingualism. There is, however, limited research on this topic. This study explored experiences and perspectives of educational practitioners ('practitioners') and parents of Hebrew-English bilingual autistic children on bilingualism and monolingualism. Using interpretative phenomenological analysis, we explored the experiences of 22 parents and 31 practitioners using both oral and written interviews. The analysis revealed that religious continuity is a crucial factor in bilingual decision-making. Unexpectedly, both practitioners and parents felt that having to adopt a monolingual approach was unjust, in line with conceptions of forced monolingualism. This article recommends awareness training on community languages and research in other communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05314-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

'We've come a very, very, long way' Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community / David Ariel SHER in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.2066-2083 Titre : 'We've come a very, very, long way' Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community Type de document : texte imprimé Auteurs : David Ariel SHER, Auteur ; Jenny L. GIBSON, Auteur ; Hannah Ella SHER, Auteur Article en page(s) : p.2066-2083 Langues : Anglais (eng) Mots-clés : Child  Humans  Autistic Disorder  Jews  Autism Spectrum Disorder  Social Stigma  United Kingdom  Jewish  autism  autistic  qualitative  stigma  research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people contend with high levels of stigma in a wide array of cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities, with some limited research on this issue in Christian, Muslim and Hindu populations. There is virtually no research focussing on this topic in Jewish communities and to our knowledge, none at all within UK Jewish contexts. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, including parents, rabbis, SENDCos, teachers, and headmasters of autistic children in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted from the data. Superordinate themes included 'Stigma not specific to the Jewish community'; 'Considerable strides made'; 'More a lack of knowledge or denial than stigma'; 'Fear of stigma is a real concern but not widely prevalent'; and 'Potent factors that reduce stigma in the Jewish community'. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children's experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community. En ligne : http://dx.doi.org/10.1177/13623613221075099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] 'We've come a very, very, long way' Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community [texte imprimé] / David Ariel SHER, Auteur ; Jenny L. GIBSON, Auteur ; Hannah Ella SHER, Auteur . - p.2066-2083. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.2066-2083 Mots-clés : Child  Humans  Autistic Disorder  Jews  Autism Spectrum Disorder  Social Stigma  United Kingdom  Jewish  autism  autistic  qualitative  stigma  research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people contend with high levels of stigma in a wide array of cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities, with some limited research on this issue in Christian, Muslim and Hindu populations. There is virtually no research focussing on this topic in Jewish communities and to our knowledge, none at all within UK Jewish contexts. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, including parents, rabbis, SENDCos, teachers, and headmasters of autistic children in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted from the data. Superordinate themes included 'Stigma not specific to the Jewish community'; 'Considerable strides made'; 'More a lack of knowledge or denial than stigma'; 'Fear of stigma is a real concern but not widely prevalent'; and 'Potent factors that reduce stigma in the Jewish community'. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children's experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community. En ligne : http://dx.doi.org/10.1177/13623613221075099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

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