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

Autor/inn/en	Bunta, Ferenc; Douglas, Michael
Titel	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
Quelle	In: Language, Speech, and Hearing Services in Schools, 44 (2013) 3, S.281-290 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2013/12-0073)
Schlagwörter	Bilingualism; Spanish; English (Second Language); Hearing Impairments; Assistive Technology; Second Language Learning; Language Skills; Auditory Perception; Listening Comprehension; Scores; Correlation; Language Acquisition; Multivariate Analysis; Texas; Preschool Language Scale + Suchen Sie Ihr Suchwort? Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Hearing impairment; Hörbehinderung; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Hörverständnis; Korrelation; Sprachaneignung; Spracherwerb; Multivariate Analyse
Abstract	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.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10