Family language policy and translanguaging practices as support for language development in early childhood students with autism spectrum disorder in Indonesia

Abstract This study investigates the intersection between family language policy (FLP) and translanguaging strategies in the language development of early childhood students with autism spectrum disorder (ASD) in Indonesia. By focusing on both home and school environments, the research explores how parents’ beliefs and practices influence family language policies and how their alignment with translanguaging strategies is employed in educational settings. Using a qualitative case study approach, data were gathered through interviews with parents, the classroom teacher, and observations of both family interactions and classroom practices. Findings suggest that parents’ language ideologies and daily practices significantly shape the children’s bilingual development and complement the translanguaging strategies used in the classroom. Furthermore, a strong alignment between FLP and school-based strategies appeared to be associated with better engagement, vocabulary acquisition, and social communication in ASD students. This research highlights the importance of collaborative approaches between families and educators in creating inclusive multilingual learning environments. The study contributes to the growing discourse on FLP and translanguaging by offering practical insights for educators, policymakers, and families supporting ASD learners in multilingual contexts.