Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-24T19:16:59.981Z Has data issue: false hasContentIssue false
  • English
  • Français

Professionals’ Guidance About Spoken Language Multilingualism and Spoken Language Choice for Children With Hearing Loss*

Published online by Cambridge University Press:  12 May 2016

Kathryn Crowe  and
Sharynne McLeod
Kathryn Crowe*
Affiliation:
Charles Sturt University, Australia RIDBC Renwick Centre, Australia
Sharynne McLeod
Affiliation:
Charles Sturt University, Australia
*
Correspondence: Kathryn Crowe, Charles Sturt University, Suite 1.01 Quad 3, 102 Bennelong Parkway, Sydney Olympic Park, NSW 2128, Australia. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of this research was to investigate factors that influence professionals’ guidance of parents of children with hearing loss regarding spoken language multilingualism and spoken language choice. Sixteen professionals who provide services to children and young people with hearing loss completed an online survey, rating the importance of a range of potential influences on the guidance they provide to parents. These participants were invited to comment on the importance of these influences. Participants included teachers of the deaf, speech-language pathologists, special education teachers, psychologists, auditory-verbal therapists, Auslan interpreters, and curriculum coordinators. All participants had experience working with multilingual families and reported that they would sometimes or always recommend multilingualism for children with hearing loss, with fewer reporting that they would sometimes recommend monolingualism. Professionals placed greater importance on factors relating to family and community considerations (e.g., family language models, communication within the family, community engagement), and less importance on organisational policy and children's characteristics. This research provides an initial insight into the factors that professionals consider when guiding parents around spoken language and spoken language multilingualism decision-making for their children with hearing loss.

Keywords

hearing lossdeafcommunicationmultilinguallanguage choicedecision-makingprofessionalseducatorsteachersspeech-language pathologists
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 2 , December 2016 , pp. 157 - 177
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

References

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207–245. doi:10.3102/0034654310368803 Google Scholar
Albertorio, J. R., Holden-Pitt, L., & Rawlings, B. (1999). Preliminary results of the annual survey of deaf and hard of hearing children and youth in Puerto Rico: The first wave. American Annals of the Deaf, 144, 386–394. doi:10.1353/aad.2012.0172 Google Scholar
Australian Hearing. (2005). Choices. Chatswood, Australia: Author.Google Scholar
Bhatia, T. K., & Ritchie, W. C. (Eds.). (2012). The handbook of bilingualism and multilingualism (2nd ed.). Malden, MA: Blackwell.Google Scholar
Bialystok, E., & Feng, X. (2011). Language proficiency and its implications for monolingual and bilingual children. In Durgunnoğlu, A. Y. & Goldenberg, C. (Eds.), Language and literacy development in bilingual settings (pp. 121–138). New York, NY: Guilford Press.Google Scholar
Boons, T., Brokx, J. P. L., Dhooge, I., Frijns, J. H. M., Peeraer, L., Vermeulen, A., . . . van Wieringen, A. (2012). Predictors of spoken language development following pediatric cochlear implantation. Ear and Hearing, 33, 617–639. doi:10.1097/AUD.0b013e3182503e47 Google Scholar
Capuano, G. (2012, August 14). 2011 census: Where are the most multilingual communities? [Blog post]. Retrieved from http://blog.id.com.au/2012/australian-census-2011/2011-census-multicultural-communities/ Google Scholar
Ching, T. Y. C., Dillon, H., Marnane, V., Hou, S., Day, J., Seeto, M., . . . Yeh, A. (2013). Outcomes of early- and late-identified children at 3 years of age: Findings from a prospective population-based study. Ear and Hearing, 34, 535–552. doi:10.1097/AUD.0b013e3182857718 Google Scholar
Clyne, M. (2005). Australia's language potential. Sydney, Australia: University of New South Wales Press.Google Scholar
Crowe, K., Fordham, L., McLeod, S., & Ching, T. Y. C. (2014). “Part of our world”: Influences on caregiver decisions about communication choices for children with hearing loss. Deafness & Education International, 16, 61–85. doi:10.1179/1557069X13Y.0000000026 Google Scholar
Crowe, K., & McLeod, S. (2014). A systematic review of cross-linguistic and multilingual speech and language outcomes for children with hearing loss. International Journal of Bilingual Education and Bilingualism, 17, 287–309. doi:10.1080/13670050.2012.758686 Google Scholar
Crowe, K., McLeod, S., & Ching, T. Y. C. (2012). The cultural and linguistic diversity of 3-year-old children with hearing loss. Journal of Deaf Studies and Deaf Education, 17, 421–438. doi:10.1093/deafed/ens028 Google Scholar
Crowe, K., McLeod, S., McKinnon, D. H., & Ching, T. Y. C. (2014). Speech, sign, or multilingualism for children with hearing loss: Quantitative insights into caregivers’ decision making. Language, Speech, and Hearing Services in Schools, 45, 234–247. doi:10.1044/2014_LSHSS-12-0106 Google Scholar
Cruz-Ferreira, M. (2011, August 2). Recommending monolingualism to multilinguals: Why, and why not [Blog post]. Retrieved from http://blog.asha.org/2011/08/02/recommending-monolingualism-to-multilinguals-why-and-why-not/ Google Scholar
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511486999 Google Scholar
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Street, B. & Hornberger, N. H. (Eds.), Encyclopedia of language and education (2nd ed., Vol. 2, pp. 71–83). New York, NY: Springer Science Business Media. doi:10.1007/978-0-387-30424-3_36 Google Scholar
Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8, 351–375. doi:10.1007/s10993-009-9146-7 Google Scholar
Decker, K. B., Vallotton, C. D., & Johnson, H. A. (2012). Parents’ communication decision for children with hearing loss: Sources of information and influence. American Annals of the Deaf, 157, 326–339. doi:10.1353/aad.2012.1631 Google Scholar
De Houwer, A. (2015). Harmonious bilingual development: Young families’ well-being in language contact situations. The International Journal of Bilingualism, 19, 169–184. doi:10.1177/1367006913489202 Google Scholar
De Houwer, A., Bornstein, M. H., & Putnick, D. L. (2014). A bilingual–monolingual comparison of young children's vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35, 1189–1211. doi:10.1017/S0142716412000744 CrossRefGoogle Scholar
Deriaz, M., Pelizzone, M., & Fornos, A. P. (2014). Simultaneous development of 2 oral languages by child cochlear implant recipients. Otology & Neurotology, 35, 1541–1544. doi:10.1097/MAO.0000000000000497 Google Scholar
Edwards, J. (2012). Bilingualism and multilingualism: Some central concepts. In Bhatia, T. K. & Ritchie, W. C. (Eds.), The handbook of bilingualism and multilingualism (2nd ed., pp. 5–25). Malden, MA: Blackwell. doi:10.1002/9781118332382.ch1 Google Scholar
Fischgrund, J. E. (1982). Language intervention for hearing-impaired children from linguistically and culturally diverse backgrounds. Topics in Language Disorders, 2 (3), 57–66. doi:10.1097/00011363-198206000-00010 Google Scholar
Francis, A. L., & Ho, D. W. L. (2003). Case report: Acquisition of three spoken languages by a child with a cochlear implant. Cochlear Implants International, 4, 31–44. doi:10.1179/cim.2003.4.1.31 Google Scholar
Gallaudet Research Institute. (2011). Regional and national summary report of data from the 2009-10 annual survey of deaf and hard of hearing children and youth. Washington, DC: Gallaudet University.Google Scholar
Geers, A. E. (2004). The ears of the deaf unstopped: Changes associated with cochlear implantation. Seminars in Hearing, 25, 257–268. doi:10.1055/s-2004-832859 Google Scholar
Genesee, F. (2007). A short guide to raising children bilingually. Multilingual Living Magazine, Jan/Feb, 1–9.Google Scholar
Grech, H., & McLeod, S. (2012). Multilingual speech and language development and disorders. In Battle, D. E. (Ed.), Communication disorders in multicultural and international populations (4th ed., pp. 119–147). St Louis, MO: Elsevier. doi:10.1016/B978-0-323-06699-0.00016-9 Google Scholar
Guiberson, M. M. (2005). Children with cochlear implants from bilingual families: Considerations for intervention and a case study. The Volta Review, 105, 29–39.Google Scholar
Guiberson, M. (2013a). Bilingual myth-busters series: Language confusion in bilingual children. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 20, 5–14. doi:10.1044/cds20.1.5 Google Scholar
Guiberson, M. (2013b). Survey of Spanish parents of children who are deaf or hard of hearing: Decision-making factors associated with communication modality and bilingualism. American Journal of Audiology, 22, 105–119. doi:10.1044/1059-0889(2012/12-0042) Google Scholar
Guiberson, M. (2014). Bilingual skills of deaf/hard of hearing children from Spain. Cochlear Implants International, 15, 87–92. doi:10.1179/1754762813Y.0000000058 CrossRefGoogle Scholar
Hodges, A. V., Ash, M. D., Balkany, T. J., Schloffman, J. J., & Butts, S. L. (1999). Speech perception results in children with cochlear implants: Contributing factors. Otolaryngology: Head and Neck Surgery, 121, 31–34. doi:10.1016/S0194-5998(99)70119-1 Google Scholar
Jeyaraman, J. (2013). Practices in habilitation of pediatric recipients of cochlear implants in India: A survey. Cochlear Implants International, 14, 7–21. doi:10.1179/1754762812Y.0000000005 Google Scholar
Kiese-Himmel, C. (2008). Receptive (aural) vocabulary development in children with permanent bilateral sensorineural hearing impairment. The Journal of Laryngology & Otology, 122, 458–465. doi:10.1017/S0022215107000321 Google Scholar
Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43, 456–473. doi:10.1016/j.jcomdis.2010.02.002 Google Scholar
Leigh, G., & Crowe, K. (2015). Responding to cultural and linguistic diversity among deaf and hard-of-hearing learners. In Knoors, H. & Marschark, M. (Eds.), Educating deaf learners: Creating a global evidence base (pp. 69–92). New York, NY: Oxford University Press. doi:10.1093/acprof:oso/9780190215194.003.0004 Google Scholar
Li, Y., Bain, L., & Steinberg, A. G. (2003). Parental decision making and the choice of communication modality for the child who is deaf. Archives of Pediatrics & Adolescent Medicine, 157, 162–168. doi:10.1001/archpedi.157.2.162 Google Scholar
Mahon, M., Vickers, D., McCarthy, K., Barker, R., Merritt, R., Szagun, G., . . . Rajput, K. (2011). Cochlear-implanted children from homes where English is an additional language: Findings from a recent audit in one London centre. Cochlear Implants International, 12, 105–113. doi:10.1179/146701010X486552 Google Scholar
McConkey Robbins, A., Green, J. E., & Waltzman, S. B. (2004). Bilingual oral language proficiency in children with cochlear implants. Archives of Otolaryngology: Head and Neck Surgery, 130, 644–647. doi:10.1001/archotol.130.5.644 Google Scholar
McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016). Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 53–66. doi:10.1016/j.ecresq.2015.08.005 Google Scholar
Meadow-Orlans, K. P., Mertens, D. M., & Sass-Lehrer, M. A. (2003). Parents and their deaf children: The early years. Washington, DC: Gallaudet University Press.Google Scholar
Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education, 18, 429–445. doi:10.1093/deafed/ent034 Google Scholar
Paradis, J., Genesee, F., & Crago, M. B. (Eds.). (2011). Dual language development and disorders: A handbook on bilingualism and second language learning (2nd ed.). Baltimore, MD: Brookes.Google Scholar
Park, S. M., & Sarkar, M. (2007). Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants. Language, Culture and Curriculum, 20, 223–235. doi:10.2167/lcc337.0 Google Scholar
Pimperton, H., & Kennedy, C. R. (2012). The impact of early identification of permanent childhood hearing impairment on speech and language outcomes. Archives of Disease in Childhood, 97, 648–653. doi:10.1136/archdischild-2011-301501 Google Scholar
Rohani, S., Choi, C., Amjad, R. N., Burnett, C., & Colahan, C. (2006). Language maintenance and the role of the family amongst immigrant groups in the United States: Persian-speaking Bahá’ís, Cantonese, Urdu, Spanish, and Japanese: An exploratory study. Retrieved from https://www.yumpu.com/en/document/view/4750420/language-maintenance-and-the-role-of-the-family-amongst- Google Scholar
Romaine, S. (1989). Bilingualism. Oxford, England: Blackwell.Google Scholar
Romaine, S. (2012). The bilingual and multilingual community. In Bhatia, T. K. & Ritchie, W. C. (Eds.), The handbook of bilingualism and multilingualism (2nd ed., pp. 445–465). Malden, MA: Blackwell. doi:10.1002/9781118332382.ch18 Google Scholar
Schwartz, M. (2010). Family language policy: Core issues of an emerging field. Applied Linguistics Review, 1, 171–192. doi:10.1515/9783110222654.171 Google Scholar
Schwartz, M., Moin, V., Leikin, M., & Breitkopf, A. (2010). Immigrant parents’ choice of a bilingual versus monolingual kindergarten for second-generation children: Motives, attitudes, and factors. International Multilingual Research Journal, 4, 107–124. doi:10.1080/19313152.2010.499038 Google Scholar
Sininger, Y. S., Grimes, A., & Christensen, E. (2010). Auditory development in early amplified children: Factors influencing auditory-based communication outcomes in children with hearing loss. Ear and Hearing, 31, 166–185. doi:10.1097/AUD.0b013e3181c8e7b6 Google Scholar
Steinberg, A., Bain, L., Li, Y., Delgado, G., & Ruperto, V. (2003). Decisions Hispanic families make after the identification of deafness. Journal of Deaf Studies and Deaf Education, 8, 291–314. doi:10.1093/deafed/eng016 Google Scholar
Teschendorf, M., Janeschik, S., Bagus, H., Lang, S., & Arweiler-Harbeck, D. (2011). Speech development after cochlear implantation in children from bilingual homes. Otology & Neurotology, 32, 229–235. doi:10.1097/MAO.0b013e318204ac1b Google Scholar
Thomas, E., El-Kashlan, H., & Zwolan, T. A. (2008). Children with cochlear implants who live in monolingual and bilingual homes. Otology & Neurotology, 29, 230–234. doi:10.1097/mao.0b013e31815f668b Google Scholar
Verdon, S., McLeod, S., & Wong, S. (2015). Reconceptualizing practice with multilingual children with speech sound disorders: People, practicalities and policy. International Journal of Language & Communication Disorders, 50, 48–62. doi:10.1111/1460-6984.12112 Google Scholar
Waltzman, S. B., Robbins, A. M., Green, J. E., & Cohen, N. L. (2003). Second oral language capabilities in children with cochlear implants. Otology & Neurotology, 24, 757–763. doi:10.1097/00129492-200309000-00012 Google Scholar
Wei, L. (2012). Conceptual and methodological issues in bilingualism and multilingualism research. In Bhatia, T. K. & Ritchie, W. C. (Eds.), The handbook of bilingualism and multilingualism (2nd ed., pp. 26–52). Malden, MA: Blackwell. doi:10.1002/9781118332382.ch2 Google Scholar
Wheeler, A., Archbold, S. M., Hardie, T., & Watson, L. M. (2009). Children with cochlear implants: The communication journey. Cochlear Implants International, 10, 41–62. doi:10.1179/cim.2009.10.1.41 Google Scholar
Willoughby, L. (2009). Language choice in migrant families with deaf children: A case study approach. In Chen, K. & Cruickshank, K. (Eds.), Making a difference: Challenges for applied linguistics (pp. 316–327). Cambridge, UK: Cambridge Scholars Publishing.Google Scholar
Yim, D. (2012). Spanish and English language performance in bilingual children with cochlear implants. Otology & Neurotology, 33, 20–25. doi:10.1097/MAO.0b013e31823c9375 Google Scholar