Dual Language Learning for Children with Hearing...
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Dual Language Learning for Children with Hearing Loss Michael Douglas, MA, CCC-SLP, LSLS, Cert AVT
Transcript of Dual Language Learning for Children with Hearing...
Dual Language Learning for Children with
Hearing Loss
Michael Douglas, MA, CCC-SLP, LSLS, Cert AVT
Why Support Dual Language Learning?
( Mehra, Eavy & Keamy, 2009)
Current Population Reports, Series P25-1104, PopulationProjections of the United States, by Age, Sex, Race, and Hispanic Origin:1993 to 2050. retrieved
fromhttp://www.census.gov/population/www/pop-profile/natprj.html
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And I would like to kick off the session with Why we should support bilingualism for children with hearing loss by taking a look at some local demographics. Here you can see the percentage of people 5 years and older who speak a language other than English in the US. The darker the purple, the higher the percentage. While English is the official Language of the US, I think we could all agree that the US is not monolingual country. Infact, There are over 100 different languages spoken in the United States. Of those languages, you can see In the pie graph, that Spanish is the second most common language spoken to English, followed by Asian languages. Furthermore, The US Census projects that 60% of the US population growth is expected to be attributed to Hispanic-Americans by the year 2050. With a higher prevalence of Hispanic American children with hearing loss in the US compared to most children, according to Mehra et al, bilingualism will continue to be a necessity for most families – including those with hearing impairment.
Challenges
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Obviously, There CAN be obstacles on the road to bilingualism – it’s not for every child and it’s important to identify these and maintain an awareness throughout the child’s treatment in order to make timely changes or to start problem solving solutions to prevent undermining the child’s progress. A negative Personality may not necessarily be an obstacle for the child, at times it may be more of an obstacle to us as professionals because we may not get the rich observation we like for gathering evidence….sometimes it’s difficult to tell when a child won’t do something vs. cant’ do something in this situation.
Considering literature on children without hearing loss
There is no scientific reason to believe that children can not develop more than one language early in life (Genesee, 2008)
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Historically, many clinicians and educators have discouraged minority-language learning in children with typical hearing due to the belief that acquisition of the majority language will be impaired. However, there is ample literature to suggest that– READ SLIDE
Strengthening the home language can facilitate development of the second language. (Kohnert, et al, 2005)
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Historically, many clinicians and educators have discouraged minority-language learning in children with typical hearing due to the belief that acquisition of the majority language will be impaired. However, there is ample literature to suggest that– READ SLIDE
Therapy studies on bilingual children with language impairment yield equal results as monolingual
children with language impairment (Gutierrez-Clellen et al, 2008)
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Historically, many clinicians and educators have discouraged minority-language learning in children with typical hearing due to the belief that acquisition of the majority language will be impaired. However, there is ample literature to suggest that– READ SLIDE
Sequential Educational Outcomes(Collier & Thomas, 2004; Garcia & Jensen, 2006)
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Program Description Result Subtractive English language learners are immersed in English only. Some are provided ESL support (teachers trained to provide special comprehensible input) for three years or more and then are integrated into all-English instruction Students show less progress in math and reading, limited conversational English, little academic progress, rarely catch up, many forget hm. Lang. & drop out of high school. Many are below the 50th percentile in English reading tests Additive One-way Two-way Content instruction is given in both the target and majority language for four to six years. In some programs, Majority language is introduced in second grade or later Equal achievement in both languages and equal achievement in the majority language as maj.-lang. speaking peers. Outperform ESL subtractive programs. >50%ile in reading
Considering literature on Bilingual children with hearing loss:
Bilingual Home Language
HISTORICALLY
Children with Hearing Loss(Phillips, A.H. 1999)
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Bilingual Children with Hearing Loss(Waltzman, Robbins, Green & Cohen, 2003)
N = 18
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Bilingual Children with Hearing Loss(Waltzman, Robbins, Green & Cohen, 2003)
N = 18
Intermediate Fluency
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Bilingual vs. Monolingual Children with Hearing Loss
Thomas, El Kashlan & Zwolan, 2008
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Children with Hearing Loss
Thomas, El Kashlan & Zwolan, 2008
Bilingual GroupVocabulary Monolingual Group
Vocabulary
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Bilingual Children with Hearing LossTeschendorf et al. (2011)
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Bilingual Children with Hearing LossTeschendorf et al. (2011)
LOW SESNo support
Hi SESSupport
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Bilingual Children with Hearing LossDeriaz, et al (2014)
MonolingualFrench Bilingual
French
Bilingual French GroupLate Identified,
lower SES, parents not proficient in French
Monolingual French GroupOpposite
Less engagement and fidelity
Bilingual Children with Hearing LossSecond Language Skills
(Guiberson, 2014)
Bilingual Children with Hearing LossSecond Language Skills
(Guiberson, 2014)
Bilingual Children with Hearing LossSecond Language Skills
(Guiberson, 2014)
Bilingual children with hearing loss:Home Language NOT English
With support
TOTAL LANGUAGEBilingual children with HL not different from monolingual English-speaking peers (F (1, 32) = 0.002 at p =
0.966 with a non-measurable effect size of η² = 0.000)
31.25 31.1
(Bunta & Douglas, 2013)
TOTAL LANGUAGEBilingual children: no statistical differences in Spanish vs. English
Highly correlative of one another
(Bunta & Douglas, 2013)
Receptive Vocabulary
Bilingual and monolingual children with HL tend to have equal abilities/deficiencies in receptive vocabulary compared to
Typically hearing peers
(Lund, Werfel, & Schuele, 2014)
Expressive VocabularyBilingual Advantage
Simultaneous Bilingual Children with HL and TH demonstrated a bilingual advantage for expressive vocabulary
(Lund, Werfel, & Schuele, 2014)
Simultaneous Bilingual AdvantageRhyming
Simultaneous Bilingual Children with HL are showing a bilingual advantage for phonological awareness over monolingual
children with HL and bilingual children with TH
(Lund, Werfel, & Schuele, 2014)
SimultaneousLearners
Sequential Learners
no statistically significant differences in learning
Appropriate intervention has the potential toovercome maternal education effects (Bunta & Douglas, 2013).
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Current Data SEEMS TO INDICATE THAT AV Education is so successful that it CAN overcome maternal education
No Dual Language Intervention:Home Language NOT English
(Bunta & Douglas et al, 2016)
Children with Hearing Loss
Bunta et al, 2016
Bilingual SupportMonolingual Support
Expressive and Omnibus Language in English
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Review of the literature for Children with HI reveals no evidence to support the opinion that minority language learning will impair acquisition of the majority language in children with HI. Highlight the interesting points in the yellow articles.
Special Considerations
N = 20
Age
in m
onth
s
Often Show no dominance
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Variability – importance of considering the other language so we can implement the integrated model
Special Considerations
N = 20
Age
in m
onth
s
Proficiency Can Shift Over Time
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Variability – importance of considering the other language so we can implement the integrated model
Special Considerations
N = 20
Age
in m
onth
s
Consider Both Languages when determining progress
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Variability – importance of considering the other language so we can implement the integrated model
Bilingual children with hearing loss:
Sign Language + Spoken EnglishVs.
Spoken Language only
Connor, Hieber, Arts & Zwolan, 2000: 147 children
TCGroup
LSLGroup
Spoken receptive &Expressive Vocabulary
(sign + oral)
When both groups were implantedIn or prior to preschool years….
(Dettman, Wall, Constantinescu & Dowell, 2013)
Bi Bi Auditory-Oral Auditory-Verbal
Auditory Verbal
Auditory-Oral
Bi + Bi
• ONLY spoken language skills assessed• AV group had most experience with CI• Not matched by family involvement and SES
Why support/facilitate Bilingualism?
Take Home Messages
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Bilingualism with hearing impaired children is a team effort; at the same time, it is no more difficult than helping a hearing impaired child acquire one language. The achievement of bilingualism with hearing impaired children is not necessarily related to parent education level
Take Home Message
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With normal cognition and no other disabilities, duration of deafness, inconsistent use and/or inappropriate amplification seem to be the largest contributing factor (s) to a child’s reduced facility for learning any spoken language in a timely manner.
Take Home Messages
Future Directions
Questions?We have a lot to learn today
What would you like to know?
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why we should support bilingualism. Actually, there are many reasons – too many to cover in the interest of time, but I will cover a few
