How does a bilingual environment affect the results in children with cochlear implants compared to monolingual-matched children? An Italian follow-up study

Forlì, Francesca; Giuntini, G.; Ciabotti, A; Bruschini, Luca; Löfkvist, Ulrika; Berrettini, Stefano

doi:10.1016/j.ijporl.2017.12.006

Cited by 20 publications

(20 citation statements)

References 16 publications

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“…Our experience was similar to another Italian study [29]: The results obtained with implanted bilingual children initially showed slower progresses in auditory perceptive ability compared to their Italian peers. In the long term, the gap was progressively reduced but not completely eliminated.…”

Section: Discussionsupporting

confidence: 88%

“…A study from Spain showed considerable variability in the second language skills of bilingual participants, even though the parents of the bilingual participants reported that their children had second language skills that were either better than or at the level they had expected [28]. An Italian study showed that monolingual children obtained better results related to language skills, and they supposed that it is due to the status of bilingual families [29].…”

Section: Discussionmentioning

confidence: 99%

“…Other causative factors on outcomes of CI such as parental education and support, use compliance, mode of communication, and type of school and rehabilitation program attended, have been reported and ascribed in part to socioeconomically disadvantaged background [29,30], which is typical in immigrants from underdeveloped countries, as it is occurring in European countries.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Delayed Speech Perception and Production after Cochlear Implantation in Bilingual Children from Non-Native Families

Nassif

Barezzani

Zinis

2021

JOHBM

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The aim of the study was to evaluate the outcomes of cochlear implantation (CI) in a group of immigrant deaf children living in a foreign language family, following up to 3 years of a personalized habilitation program compared to age-matched Italian CI recipients. Tests of speech perception ability such as the IT-MAIS, the LiP, the CAP, and speech production such as the MUSS have been used before CI and then after 6 months, 1 year, 2 years, and 3 years. Nonparametrical tests were chosen for comparison. Eight bilingual CI recipients were included in the study and matched to 11 Italian CI recipients. The difference between chronological age at implantation, age at diagnosis, hearing age, and verbal age in the two groups of children was not significant. Comparison of the auditory perceptive and linguistic abilities between the two groups showed significant differences only in preoperative MAIS and postoperative CAP (1 to 3 years). In agreement with other studies, we achieved good performances from bilingual children with CI and our personal experience confirm the attitude of promoting bilingualism throughout the rehabilitation process.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Delayed Speech Perception and Production after Cochlear Implantation in Bilingual Children from Non-Native Families

Nassif

Barezzani

Zinis

2021

JOHBM

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“…Bunta and Douglas (2013), Bunta et al (2016), Forli et al (2018), McConkey Robbins et al (2004), Thomas et al (2008) 3)a.…”

Section: Standard Clinical Practicementioning

confidence: 99%

Clinical Practice Guidelines: Cochlear Implants

et al. 2019

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“…Nonetheless, findings from these related studies might influence professionals' views on the issue and current practices. It is important to acknowledge that some studies have identified poorer outcomes for children with hearing loss who are bilingual relative to children with hearing loss who are monolingual (Deriaz, Pelizzone, & Fornos, 2014;Forli et al, 2018;Teschendorf, Janeschik, Bagus, Lang, & Arweiler-Harbeck, 2011). However, concerns have been raised about potentially confounding factors, such as whether the groups in these studies were equivalent at baseline for characteristics such as SES.…”

Section: Differing Perspectives On Instructional Practices For Children Who Are Bilingualmentioning

confidence: 99%

Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss

McDaniel

Benítez-Barrera

Soares

et al. 2018

The Journal of Deaf Studies and Deaf Education

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Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home. Unfortunately, there is little direct evidence as to whether bilingual or monolingual instructional practices yield greater benefits for these children. Three Spanish-English-speaking children participated in this single case adapted alternating treatments design study that evaluated the effectiveness and efficiency of bilingual and monolingual teaching procedures for an expressive vocabulary intervention. Contrary to predictions from a monolingual instruction perspective, no evidence of an inhibitory effect of bilingual instruction on English performance was identified. Participants exhibited gains in Spanish for words in the bilingual condition only. Findings suggest more efficient word learning in the bilingual condition as measured by conceptual vocabulary.

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How does a bilingual environment affect the results in children with cochlear implants compared to monolingual-matched children? An Italian follow-up study

Cited by 20 publications

References 16 publications

Delayed Speech Perception and Production after Cochlear Implantation in Bilingual Children from Non-Native Families

Delayed Speech Perception and Production after Cochlear Implantation in Bilingual Children from Non-Native Families

Clinical Practice Guidelines: Cochlear Implants

Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss

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