Exploring the pragmatics of autistic language

Abstract This article examines the linguistic aspects of autism, focusing specifically on expressive and phatic traits, reevaluating the field of pragmatics. Inspired by the emphasis on inclusion and diverse modes of expression in the Reggio Emilia pedagogy, this study explores the applicability of Reggio Emilia’s pedagogical principles to autism research. The concept of “hundred languages” highlights the multitude of ways in which children can express themselves, think, communicate, and create. By prioritizing inclusive education and recognizing individual differences, the Reggio Emilia approach provides valuable insights for creating inclusive educational environments for autistic individuals. Furthermore, the concept of “hundred languages” aligns with the diverse modes of expression and communication observed in autistic individuals. Emphasis is placed on the pragmatic aspects of language, including social context and the management of similarities and differences in social interactions. This prompts an exploration of how autistic pragmatics may differ from that of non-autistic individuals. The dynamics of linguistic power, wherein individuals in positions of power use language and influence specific segments of the population, raise questions about the impact of power structures on autistic individuals and their language experiences. Moreover, historical descriptions of language in autism provide valuable insights. Observations made by researchers such as Sukhareva, Kanner, Asperger, and Frankl highlight common linguistic peculiarities that cannot be assimilated to deficits or impairments. These descriptions prompt a deeper examination of autistic communication profiles and explain why communication can be more effective between autistic individuals but often more challenging between autistic and non-autistic individuals. This article proposes future research directions, including the study of the “hundred languages” of autism, exploration of the pragmatic aspects of autistic language use, and investigation of the expressive and phatic functions of language in relation to the specialized interests of autistic individuals. These research avenues should aim to enhance our understanding of autistic communication and contribute to the development of effective educational and professional support strategies that encompass and adapt to the unique communication styles and preferences of autistic individuals.