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 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' ... Research Article
Research Article  |   July 01, 2013
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
 
Author Affiliations & Notes
  • Ferenc Bunta
    The University of Houston, TX
  • Michael Douglas
    The Center for Hearing and Speech, Houston, TX
    Mama Lere Hearing School, Vanderbilt University, Nashville, TN
  • Correspondence to Ferenc Bunta: fbunta@uh.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Victoria Joffe
    Associate Editor: Victoria Joffe×
Article Information
Development / Hearing Disorders / Cultural & Linguistic Diversity / Attention, Memory & Executive Functions / Research Articles
Research Article   |   July 01, 2013
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
Language, Speech, and Hearing Services in Schools, July 2013, Vol. 44, 281-290. doi:10.1044/0161-1461(2013/12-0073)
History: Received July 31, 2012 , Revised December 7, 2012 , Accepted February 26, 2013
 
Language, Speech, and Hearing Services in Schools, July 2013, Vol. 44, 281-290. doi:10.1044/0161-1461(2013/12-0073)
History: Received July 31, 2012; Revised December 7, 2012; Accepted February 26, 2013
Web of Science® Times Cited: 4

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.

Acknowledgments
The authors would like to express their gratitude to Anita Kirby, Amy Cantu, Cristina Zarate, Daniela Yancelson, Patricia Williams, and Jessica Romero for their help with the project. We also want to thank Brian Goldstein, Ilsa Schwarz, and David Ingram for their feedback on an earlier version of the manuscript. We are also grateful for the participation of the children and their families as well as the teachers and staff at The Center for Hearing and Speech, Houston, TX.
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