The Effects of Dual-Language Support on the Language Skills of Bilingual Children with Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers

• Published in: Language, speech & hearing services in schools speech & hearing services in schools, 2013-07, Vol.44 (3), p.281-290
• Main Authors: Bunta, Ferenc, Douglas, Michael
• Format: Article
• Language: English
• Subjects: Assistive Technology; Auditory Perception; Bilingualism; Child; Child health; Child Language; Child, Preschool; Children; Children & youth; Cochlear Implants - statistics & numerical data; Correlation; English (Second Language); Female; Hearing Aids - statistics & numerical data; Hearing Impairments; Hearing loss; Hearing Loss - therapy; Humans; Language Acquisition; Language Development; Language Skills; Listening Comprehension; Male; Monolingualism; Multilingualism; Multivariate Analysis; Preschool children; Preschool Language Scale; Prostheses and implants; Retrospective Studies; Scores; Second Language Learning; Spanish; Speech; Studies; Teachers; Texas
• ISSN: 0161-1461; 1558-9129
• DOI: 10.1044/0161-1461(2013/12-0073)

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. (Contains 1 figure and 3 tables.)