Des adultes autistes discutent de leur expérience de l'apprentissage de langues supplémentaires : une exploration de l'hypothèse des « stratégies différentes »

Titre original en anglais : Autistic adults discuss their experience of additional language learning: an exploration of the ‘different strategies’ hypothesis

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Caldwell‐Harris, C. L., McGlowan, T., Garrity, M., & Chen, S. (2025). Autistic adults discuss their experience of additional language learning: an exploration of the ‘different strategies’ hypothesis. International Journal of Bilingual Education and Bilingualism, 29(4), 479-499. https://doi.org/10.1080/13670050.2025.2547278

Date de publication: 20/08/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Catherine L. Caldwell‐Harris *
  2. Tiffany McGlowan
  3. Meghan Garrity
  4. Shirui Chen

Résumé

L'analyse de forums de discussion en ligne nous a permis de comparer la manière dont des adultes autistes et neurotypiques vivent l'apprentissage d'une langue seconde et d'une langue étrangère. Nous nous sommes concentrés sur l'hypothèse selon laquelle les apprenants autistes utilisent plus fréquemment des stratégies analytiques, définies comme le fait de traiter la langue comme un objet d'analyse afin d'en extraire des généralisations linguistiques. L'apprentissage analytique peut compenser les difficultés sociales et les difficultés à prêter attention à la parole dans des contextes conversationnels. Une analyse quantitative du contenu a été réalisée sur 169 publications issues de forums autistes et 309 publications issues de forums destinés au grand public. Les auteurs de publications autistes ont signalé davantage de difficultés à parler et à écouter, en particulier dans des environnements bruyants, mais des points forts en lecture et en écriture. Ils étaient souvent motivés par un plaisir intrinsèque, s'identifiant fréquemment comme polyglottes ou considérant les langues comme un intérêt spécifique ou un loisir. Les publications dans les forums autistes ont montré une plus grande appréciation de la grammaire et de la structure linguistique et mentionnaient un intérêt pour l'apprentissage d'un plus grand nombre de langues que les publications dans les forums neurotypiques. Ces résultats suggèrent que l'apprentissage analytique et la systématisation offrent des voies importantes pour l'acquisition des langues chez les apprenants autistes, compensant potentiellement les difficultés d'apprentissage social. La compréhension de ces approches distinctes sera utile aux éducateurs, aux parents et aux apprenants autistes eux-mêmes.

Analyzing online discussion forums allowed us to compare how autistic and neurotypical adults experience second and foreign language learning. We focused on the hypothesis that autistic learners more frequently use analytical strategies, which is defined as treating language as an object of analysis to extract linguistic generalizations. Analytical learning can compensate for social challenges and difficulties in attending to speech in conversational settings. Quantitative content analysis was performed on 169 posts from autistic forums and 309 posts from general public forums. Autistic posters reported more difficulties with speaking/listening, especially in noisy environments, but strengths in reading/writing. They were often motivated by intrinsic pleasure, frequently identifying as polyglots or having language as a special interest/hobby. Posts in autistic forums showed greater appreciation for grammar and language structure and mentioned being interested in learning a larger number of languages than did posts in neurotypical forums. These findings suggest that analytical learning and systemizing offer important pathways for language acquisition in autistic learners, potentially compensating for social learning challenges. Understanding these distinct approaches will be helpful for educators, parents and autistic learners themselves.

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
75
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
5 / 75 (6,7 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
5 / 132 (3,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 5 / 21 (23,8 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 128 (2,3 %).
Occurrences citées rattachées à la base AutiHub
21 / 132 (15,9 %)
Auteurices cité·es distinct·es rattaché·es : 17 / 128 (13,3 %)
Occurrences rattachées, non identifiées comme autistes
16 / 21 (76,2 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 16 / 132 (12,1 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 14 / 17 (82,4 %).
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