Autistic Students and the Use of Figurative Language as a Medium of Expression

Elizabeth Margarita Hernández López; Elideth Reyes Aquino

doi:10.29057/lc.v8i15.17316

Autores/as

Elizabeth Margarita Hernández López Universidad de Guadalajara https://orcid.org/0000-0003-2982-4444
Elideth Reyes Aquino Universidad de Guadalajara,Universidad de Guadalajara https://orcid.org/0009-0003-3825-9202

DOI:

https://doi.org/10.29057/lc.v8i15.17316

Palabras clave:

Autismo, lenguaje figurado, neurodiversidad, preferencias comunicativas, investigación orientada a la defensa de derechos

Resumen

Este estudio cualitativo cuestiona las perspectivas deficitarias sobre el uso del lenguaje figurado por parte de personas autistas, al examinar cómo dos estudiantes universitarios autistas se relacionan con el lenguaje figurado y se expresan a través de él en actividades creativas. Con base en los marcos teóricos de la neurodiversidad, se realizó un estudio orientado a casos en una universidad pública de México, donde los participantes completaron tareas creativas visuales y escritas que involucraban textos con distintos grados de lenguaje figurado. Los datos se recopilaron mediante actividades creativas y cuestionarios semiestructurados que exploraron las percepciones y preferencias de los participantes. Los hallazgos revelan que los participantes demostraron comprensión del lenguaje figurado y expresaron agrado por los recursos literarios, aunque prefirieron el lenguaje literal en su propia expresión escrita. Esta preferencia refleja comodidad con patrones de comunicación familiares, más que déficits en la comprensión. El estudio contribuye a cuestionar los estereotipos persistentes sobre el pensamiento literal en personas autistas y aboga por enfoques pedagógicos que reconozcan la diversidad de estilos comunicativos y ofrezcan múltiples vías para la expresión creativa en contextos educativos.

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Biografía del autor/a

Elizabeth Margarita Hernández López, Universidad de Guadalajara

Elizabeth Margarita Hernández López holds a Ph.D. in Education from the University of Southampton (UK), a Master’s in Intercultural Communication from the University of Maryland, Baltimore County (USA), and a Bachelor’s degree in English Language Teaching from the University of Guadalajara (Mexico). She is a full-time faculty researcher in the Department of Modern Languages at the University of Guadalajara. Her research focuses on the internationalisation of Higher Education, intercultural communication, and the training and development of English language teachers.

Elideth Reyes Aquino, Universidad de Guadalajara,Universidad de Guadalajara

Elideth Reyes Aquino is a graduate from Universidad de Guadalajara in the field of Social Sciences and Humanities, where she received a bachelor's degree in Teaching English as a Foreign Language, with a minor in English Literature. She has worked teaching kids and teenagers, as well as volunteered as an English teacher for senior students. Her experience in teaching has led her to work with neurodivergent students and, being neurodivergent herself, has inspired her to look for ways to implement a more inclusive and supportive environment for all students in and outside the classroom.

Citas

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