This chapter explores principles of family-centered listening and spoken language (LSL) intervention, research, and best practices for children who are d/Deaf or hard of hearing (DHH) using multiple spoken languages and their families. Children with any degree/type of hearing loss who are in environments where multiple languages are spoken are referred to as deaf multilingual learners (DMLs). The language landscape for these children is varied. Some DMLs acquire a first language (L1) at home and are exposed to subsequent spoken languages in school or community settings; others are born into families where multiple languages are spoken from the beginning. While the chapter focuses on a framework of family-centered intervention applied to language development for DMLs whose families have selected LSL outcomes, the principles discussed broadly apply to DMLs using varied language(s) or modality(ies). Through analysis of best practices for interventionists and case studies, readers will understand bi/multilingual spoken language development for children who are DHH.

Purpose: The aim of this study was to explore the path to Listening and Spoken Language Specialist (LSLS) certification from the professional's viewpoint as well as to address motivation, self-perceived gains, challenges, and barriers to certification in an international cohort with the purpose of guiding future change within the existing certification system. Method: Members of the AG Bell Academy for Listening and Spoken Language (AG Bell Academy) Global Matters Committee created an online survey disseminated by the AG Bell Academy in English and Spanish for professionals who were certified LSLSs, mentees currently pursuing the certification, and professionals interested in the certification. Participants ( N = 295) were from different parts of the world. Of the respondents, 48% reported English as their first language, 19% reported Spanish as their first language, and the remaining 33% reported one of 26 other languages as their first language. Approximately 40% of the total respondents were certified LSLSs ( n = 117), and 50% of them lived in the United States. Results: The findings indicate that certified LSLSs perceived significant growth in knowledge and skills as a result of the certification process. Personal motivation drove individuals to pursue certification. A common barrier among all participants was limited resources, such as time, funds, and access to a mentor who speaks the same language. Conclusions: There is a need for more awareness of the significant gains LSLS certification can bring to professionals. There is further need to address, minimize, and overcome perceived barriers in the process. Future similar research is warranted to explore the gains and barriers of obtaining the LSLS certification outside the English-speaking countries and in a larger, more population-based sample.