MEMORY ACQUISITION IN FRENCH VS. ALBANIAN AMONG HIGH-IQ AUTISTIC CHILDREN (AGES 9–15) IN ALBANIAN SCHOOLS: A COGNITIVE-LINGUISTIC STUDY
MEMORY ACQUISITION IN FRENCH VS. ALBANIAN AMONG HIGH-IQ AUTISTIC CHILDREN (AGES 9–15) IN ALBANIAN SCHOOLS: A COGNITIVE-LINGUISTIC STUDY

Summary/Abstract: Autism Spectrum Disorder (ASD) comprises a range of neurodevelopmental differences, often involving challenges in communication, sensory processing, and social engagement. Within this spectrum, high-IQ autistic children—commonly termed “twice exceptional”—demonstrate unique cognitive profiles, including pronounced strengths in rule-based reasoning, visual memory, and linguistic pattern recognition. These attributes are particularly evident when language instruction is explicit and systematic. This study explores bilingual language acquisition in high-functioning autistic children aged 9 to 15 in Albania. Specifically, it compares their grasp of linguistic structures in French—a formally taught foreign language—with their native Albanian. A cohort of thirty students enrolled in six public schools with established French curricula participated in the research. The methodology included assessments of vocabulary retention, morphological processing, narrative skills, executive function (EF), and theory of mind (ToM) in both languages. Tasks were administered across several sessions to ensure consistency and reliability. Results reveal that older participants achieved near-parallel proficiency in French and Albanian vocabulary and morphological understanding. Narrative analysis showed enhanced complexity in French over time, correlating with greater exposure. Additionally, increased bilingual engagement was associated with measurable gains in executive functioning and ToM abilities. These findings suggest that structured bilingual education can reinforce cognitive development and language acquisition in high-IQ autistic children. The study highlights the value of multilingual curricula tailored to the cognitive strengths of autistic learners and supports further integration of language learning into inclusive education programs.

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