When family language policy meets Crip Linguistics: An autoethnographic study of a Russian-speaking transnational family with a non-speaking autistic child in Sweden

Authors

Abstract

This autoethnographic study describes the dynamics of multimodal communication in a Russian transnational family raising a non-speaking autistic child with an intellectual disability in Sweden. Grounded in the principles of Crip Linguistics, the research challenges modality chauvinism of dominant language policies, emphasizing the fluidity of communication and the importance of linguistic care work. The study documents the family’s journey through various communication methods, including Picture Exchange Communication System (PECS) and Augmentative and Alternative Communication (AAC) technologies. It examines the gradual shifts in the language policies adopted by the family, revealing the complexities of maintaining Russian at home while navigating the Swedish educational system’s expectations. The narrative explores the institutional and societal challenges experienced by the family, focusing on the lack of support for AAC in minoritized languages, and the broader implications for access to communication for autistic children. By presenting a personal narrative through a lens of broader social issues, this study advocates for a more inclusive and flexible approach to language policies that respect the diverse communicative needs of autistic people and their families. It suggests that effective support systems and recognition of the multimodal nature of communication are crucial for maintaining their linguistic and social well-being. Plain Language Abstract This research shares a personal story of a Russian family living in Sweden, raising a non-speaking autistic child with an intellectual disability. It looks at how the family has learned to communicate in many different ways and how it does not always match with what the schools and language policies expect. The study also talks about the struggle to keep using Russian at home while dealing with a system that mostly supports Swedish. The study highlights how hard it can be to find support for communication in a language that is not used by most people in the country. It shows why society needs more flexible and inclusive language policies that respect many ways people communicate. This research encourages everyone to make sure autistic kids and their families get the support they need to communicate and thrive both at home, at school, and in their communities.

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