Family-Centered Intervention for Deaf and Hard of Hearing Multilingual Learners

Abstract

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.

Listening and Spoken Language Specialist Auditory–Verbal Certification: Self-Perceived Benefits and Barriers to Inform Change

“…Research studies show that caregiver involvement is linked to positive outcomes for children who are DHH (Lund, 2018;Nicastri et al, 2021). Recognizing the value of the parents' and other caregivers' expertise and the importance of a family-centered approach with early intervention services facilitates a more efficient, effective, and less invasive intervention in congruence with the family's culture (Rosenzweig et al, 2022).…”

“…AV practice specifically requires the parents and other caregivers to be the client as well as the child's primary language model and facilitator of their development in all areas, including auditory skills, speech, and language (Hlady-MacDonald, 2012;Levasseur, 2001). One of the AV pillars is using a family-centered approach, and it is critical that LSLSs respect the family's culture within their local context and resources (Rosenzweig et al, 2022).…”