PURPOSE: The present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared. METHOD: The language skills of 40 children with HL (20 bilingual Spanish-English-speaking and 20 monolingual English-speaking) were examined using the Auditory Comprehension, Expressive Communication, and total language scores from the Preschool Language Scale, Fourth Edition ( Zimmerman, Steiner, & Pond, 2002a, 2002b). RESULTS: The English language skills of the bilingual participants were commensurate with those of their monolingual English-speaking peers on all 3 measures. The Spanish and English total language scores of the bilingual group were also comparable and highly correlated. CONCLUSION: Both languages of bilingual children with HL can be supported without having adverse effects on the children's language development. Moreover, supporting both languages in bilingual children with HL may have multifarious positive ramifications.
PURPOSE: The present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared. METHOD: The language skills of 40 children with HL (20 bilingual Spanish-English-speaking and 20 monolingual English-speaking) were examined using the Auditory Comprehension, Expressive Communication, and total language scores from the Preschool Language Scale, Fourth Edition ( Zimmerman, Steiner, & Pond, 2002a, 2002b). RESULTS: The English language skills of the bilingual participants were commensurate with those of their monolingual English-speaking peers on all 3 measures. The Spanish and English total language scores of the bilingual group were also comparable and highly correlated. CONCLUSION: Both languages of bilingual children with HL can be supported without having adverse effects on the children's language development. Moreover, supporting both languages in bilingual children with HL may have multifarious positive ramifications.
Authors: Ferenc Bunta; Michael Douglas; Hanna Dickson; Amy Cantu; Jennifer Wickesberg; René H Gifford Journal: Int J Lang Commun Disord Date: 2016-03-27 Impact factor: 3.020