Lost in Translation: The Role of English as a Barrier in Autism Support for Multilingual Children in Bangalore, India
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| Title: | Lost in Translation: The Role of English as a Barrier in Autism Support for Multilingual Children in Bangalore, India |
|---|---|
| Language: | English |
| Authors: | Sumathi Ravindranath (ORCID |
| Source: | Support for Learning. 2026 41(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Barriers, Autism Spectrum Disorders, Children, Multilingualism, English (Second Language), Foreign Countries, Special Education, Intervention, Language of Instruction, Caregivers, Therapy, Inclusion, Students with Disabilities |
| Geographic Terms: | India |
| DOI: | 10.1111/1467-9604.70039 |
| ISSN: | 0268-2141 1467-9604 |
| Abstract: | This paper explores the role of English as a linguistic barrier in the education and therapy of children in the early years with autism in Bangalore, South India, a region marked by rich multilingualism. Despite the linguistic diversity of its population, most special education and therapeutic interventions in Bangalore are delivered primarily in English. Drawing on over a decade of field experience from practitioner journals, parental narratives and case reflections, this study uses a narrative inquiry methodology to highlight the ways in which English-only environments limit access, understanding and emotional engagement for these children. It further identifies how mothers, who are often primary caregivers, struggle to engage in therapeutic processes due to limited English proficiency, leading to decreased continuity and effectiveness of intervention at home. Findings point to the systemic exclusion that occurs when English is the default medium in inclusive education and therapy, often misinterpreting language-related confusion or distress as behavioural issues. This paper calls for a redefinition of inclusion that embraces linguistic diversity and recommends multilingual therapy models, culturally responsive teaching and the integration of regional languages in training. The paper concludes that inclusion cannot be achieved without first speaking the language of the child, both literally and metaphorically. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506794 |
| Database: | ERIC |
| Abstract: | This paper explores the role of English as a linguistic barrier in the education and therapy of children in the early years with autism in Bangalore, South India, a region marked by rich multilingualism. Despite the linguistic diversity of its population, most special education and therapeutic interventions in Bangalore are delivered primarily in English. Drawing on over a decade of field experience from practitioner journals, parental narratives and case reflections, this study uses a narrative inquiry methodology to highlight the ways in which English-only environments limit access, understanding and emotional engagement for these children. It further identifies how mothers, who are often primary caregivers, struggle to engage in therapeutic processes due to limited English proficiency, leading to decreased continuity and effectiveness of intervention at home. Findings point to the systemic exclusion that occurs when English is the default medium in inclusive education and therapy, often misinterpreting language-related confusion or distress as behavioural issues. This paper calls for a redefinition of inclusion that embraces linguistic diversity and recommends multilingual therapy models, culturally responsive teaching and the integration of regional languages in training. The paper concludes that inclusion cannot be achieved without first speaking the language of the child, both literally and metaphorically. |
|---|---|
| ISSN: | 0268-2141 1467-9604 |
| DOI: | 10.1111/1467-9604.70039 |
