A Case Study of Language Development of Preschool Age Child With Cochlear Implant in Sign/Bilingual Program

Abstract

Whether the preschool age child with cochlear implant should use sign has always been a controversial issue, especially for those hearing parents with deaf children. The purpose of this study was to explore the development of spoken and sign language in children with cochlear implants in sign/bilingual program, and to understand the effect of sign language in their spoken language development. A case study of a sign/bilingual child with a cochlear implant is presented. Data collection in the research included interviews with mother and teachers, class observations, and Joe's language performances in reading class. To realize Joe's whole skill, we collected more data from standardized tests, words expression, reading comprehension test, and retelling story. The research duration was eighteen months. Research findings also reveal that sign language promoted the Joe's spoken language development, but two language abilities did not occur in parallel. It is most important for them to learn a natural and complete language in sign/bilingual program during the early years of life.