Considerations influencing Hispanic-American mothers' intergenerational language practices with their children with Autism .

摘要

Using basic qualitative research methodology, the purpose for this dissertation study was to explore the language, social and learning considerations and subsequent actions taken by eight, bilingual, Hispanic-American mothers of children with autism between the ages of four and eight-years-old regarding speaking Spanish, English or both languages with their children with autism. A second purpose was to investigate how these considerations and actions were impacted by cultural identity and the educational planning process. The eight participants were recruited and purposefully selected in the Southeastern region of the United States through participation in a preliminary scripted interview process. Data were collected using semi-structured interviews, as well as document review of the individualized educational plans (IEP) for each of the participants' children with autism. Constant comparative analysis was utilized to analyze the data, resulting in the identification of 93 first level codes. These first level codes were further analyzed into 11 categories, from which the four themes of the study emerged. Additionally, member checking was used to verify the accuracy of the data collected from the interviews. The Selective Acculturation aspect of Segmented Assimilation Theory was the theoretical framework for this study. A review of the literature on Selective Acculturation identified bilingualism as a cultural expectation that immigrant parents hold for their children. The four themes that emerged from the findings of this study concluded that for the eight participants in this study, (1) effective communication was a higher priority than bilingualism, (2) the participants' linguistic priorities shifted after their children's diagnosis of autism, (3) bilingualism shifted from an assumption to idealism, and (4) English proficiency was considered an educational imperative.