A Biographical Narrative Inquiry into the “Mundos” of Two Hispanic Families with an English-Speaking Child with Autism Spectrum Disorder

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This study aims to explore the lived experiences of Spanish speaking families with students who have Autism Spectrum Disorders (ASD) and only speak English because of subtractive bilingual programs or English-only instruction. The central question of this narrative inquiry was: What are the lived experience of families with an English only speaking children with Autism Spectrum Disorder whose home language is Spanish? The study used a hermeneutical phenomenological lens to explore the mundos [worlds] of two families with a child with ASD that is an English learner and understand their experiences. Their experiences were presented through a biographical narrative inquiry analyzed using Polkinghorne’s method of narrative configuration. The findings shed light on their beliefs and struggles due to the children’s native language being subtracted from their education. Additionally, an unexpected finding on how high school foreign language classes made a world of difference in their ability to communicate in their native language. Through the understanding of their mundos [worlds] of the participants. It is the researchers hope that the social validity of additive bilingual programs increases.

Embargo status: Restricted until 06/2028. To request the author grant access, click on the PDF link to the left.

Autism Spectrum Disorders, bilingual education, hermeneutical phenomenology