Simultaneous Development of 2 Oral Languages by Child Cochlear Implant Recipients

Deriaz, Marielle; Pelizzone, M.; Fornos, Angelica Pérez

doi:10.1097/mao.0000000000000497

Cited by 21 publications

(21 citation statements)

References 14 publications

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“…Studies of oral communication outcomes in children with bilingual language exposure who use CIs are limited, and there continues to be concern among families and professionals that exposure to two languages may have a negative impact on speech and language development in one or both of their languages (Deriaz, Pelizzone, & Pérez Fornos, 2014;Teschendorf, Janeschik, Bagus, Lang, & Arweiler-Harbeck, 2011). Existing studies involving bilingual CI users indicate that bilingual CI users are able to achieve bilingual oral proficiency (McConkey Robbins, Green, & Waltzman, 2004;Thomas, El-Kashlan, & Zwolan, 2008) and that they are able to match the language skills of their monolingual peers with CIs given that they receive support in their home language and the language of the majority (cf.…”

Section: Speech Production In Bilingual Children Who Use Cismentioning

confidence: 99%

Speech Production Accuracy and Variability in Monolingual and Bilingual Children With Cochlear Implants: A Comparison to Their Peers With Normal Hearing

Sosa

Bunta

2019

J Speech Lang Hear Res

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This study investigates consonant and vowel accuracy and whole-word variability (also called token-totoken variability or token-to-token inconsistency) in bilingual Spanish-English and monolingual English-speaking children with cochlear implants (CIs) compared to their bilingual and monolingual peers with normal hearing (NH). Method: Participants were 40 children between 4;6 and 7;11 (years;months; M age = 6;2), n = 10 each in 4 participant groups: bilingual Spanish-English with CIs, monolingual English with CIs, bilingual Spanish-English with NH, and monolingual English with NH. Spanish and English word lists consisting of 20 words of varying length were generated, and 3 productions of each word were analyzed for percent consonants correct, percent vowels correct, and the presence of any consonant and/or vowel variability. Results: Children with CIs demonstrated lower accuracy and more whole-word variability than their peers with NH. There were no differences in rates of accuracy or whole-word variability between bilingual and monolingual children matched on hearing status, and bilingual children had lower accuracy and greater whole-word variability in English than in Spanish. Conclusions: High rates of whole-word variability are prevalent in the speech of children with CIs even after many years of CI experience, and bilingual language exposure does not appear to negatively impact phonological development in children with CIs. Contributions to our understanding of underlying sources of speech production variability and clinical implications are discussed.

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Section: Speech Production In Bilingual Children Who Use Cismentioning

confidence: 99%

Speech Production Accuracy and Variability in Monolingual and Bilingual Children With Cochlear Implants: A Comparison to Their Peers With Normal Hearing

Sosa

Bunta

2019

J Speech Lang Hear Res

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“…Prior to this study, some researchers found evidence for the benefits of supporting both spoken languages for bilingual children with HL (e.g., Bunta & Douglas, 2013; Guiberson, 2014), but other studies came to different conclusions in that focusing on the language of the majority and limiting home language input may be needed for children with HL exposed to two languages (e.g., Deriaz et al, 2014; Teschendorf et al, 2011). As Guiberson (2014) notes, when it comes to bilingual children with HL, it is not unusual to encounter “fear that bilingualism may splinter linguistic resources or result in linguistic confusion” (p. 87).…”

Section: Figurementioning

confidence: 93%

“…However, there is considerably less agreement both in the research literature and clinically regarding best practices when it comes to which spoken language to support in bilingual children with HL who use CIs and HAs (cf. Bunta & Douglas, 2013; Deriaz, Pelizzone, & Pérez Fornos, 2014; Guiberson, 2014; Rhoades & Chisolm, 2001; Teschendorf, Janeschik, Bagus, Lang, & Arweiler-Harbeck, 2011; Waltzman, McConkey Robbins, Green, & Cohen, 2003). …”

Section: Introductionmentioning

confidence: 99%

“…Some researchers have found evidence for supporting both spoken languages in bilingual children who have HL and use CIs and HAs (e.g., Bunta & Douglas, 2013; Guiberson, 2014) while other sources are more cautious or even refrain from recommending supporting the home language for this population (e.g., Teschendorf et al, 2011; Deriaz et al, 2014). In fact, when it comes to clinical practice, it is not uncommon to encounter “fear that bilingualism may splinter linguistic resources or result in linguistic confusion” in bilingual children with HL, as noted by Guiberson (2014, p. 87).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, as noted with the Teschedorf et al (2011) study, there was no control for potential disparity in socio-economic status across the monolingual and bilingual groups, and bilingual children came from various first language backgrounds. Nonetheless, Deriaz et al (2014) emphasized that bilingual children needed intensive and good quality input in both languages and also encouraged parental involvement in rehabilitation efforts.…”

Section: Introductionmentioning

confidence: 99%

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Dual language versus English‐only support for bilingual children with hearing loss who use cochlear implants and hearing aids

Bunta

Douglas

Dickson³

et al. 2016

Intl J Lang & Comm Disor

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Background There is a critical need to better understand speech and language development in bilingual children learning two spoken languages who use cochlear implants (CIs) and hearing aids (HAs). The paucity of knowledge in this area poses a significant barrier to providing maximal communicative outcomes to a growing number of children who have a hearing loss and are learning multiple spoken languages. In fact, the number of bilingual individuals receiving CIs and HAs is rapidly increasing, and Hispanic children display a higher prevalence of hearing loss than the general population of the United States (e.g., Mehra, Eavey, & Keamy, 2009). In order to better serve bilingual children with CIs and HAs, appropriate and effective therapy approaches need to be designed and tested, based on research findings. Aims This study investigated the effects of supporting both the home language (Spanish) and the language of the majority culture (English) on language outcomes in bilingual children with hearing loss (HL) who use CIs and HAs as compared to their bilingual peers who receive English only support. Methods and Procedures Retrospective analyses of language measures were completed for two groups of Spanish-and English-speaking bilingual children with HL who use CIs and HAs matched on a range of demographic and socio-economic variables: those with dual language support versus their peers with English only support. Dependent variables included scores from the English version of the Preschool Language Scales, 4th edition. Results Bilingual children who received dual language support outperformed their peers who received English only support at statistically significant levels as measured by Total Language and Expressive Communication as raw and language age scores. No statistically significant group differences were found on Auditory Comprehension scores. Conclusions In addition to providing support in English, encouraging home language use and providing treatment support in the first language may help rather than hinder development of both English and the home language in bilingual children with hearing loss who use CIs and HAs. In fact, dual language support may yield better overall and expressive English language outcomes than English only support for this population.

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Inclusive Soundscapes: How Race, Socioeconomic Status and Maternal Age Influence the Pediatric Cochlear Implant Journey

Torres‐Small,

Ward,

Thurmond

et al. 2024

Otolaryngol.--head neck surg.

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ObjectiveThis study aimed to assess how race, social vulnerability, and maternal age influence pediatric cochlear implant access and usage.Study DesignRetrospective cohort.SettingTertiary Pediatric University Hospital.MethodsThis study included individuals aged 0 to 18 who received a cochlear implant at our center between the years 2000 and 2022. Social vulnerability data from 2020 was obtained from the Centers for Disease Control and Prevention.ResultsOf the 302 patients included in our study, 43% were black and 50% were white. Patients from the highest to lowest social vulnerability quintiles comprised 31%, 25%, 18%, 10%, and 14% of our sample, respectively. Race was associated with social vulnerability index (SVI) (P < .001), with a mean score of 0.70 (±0.26) and 0.49 (±0.27) for black and white patients, respectively. Later age at hearing loss (HL) diagnosis and cochlear implantation (CI) were associated with more and most vulnerable SVI (P < .05). Delayed diagnosis was also associated with black and other racial groups (P = .041), and adolescent maternal age (P = .03). Greater SVI was associated with less daily cochlear implant usage (P = .004). The most vulnerable patients were more likely to be lost to follow‐up (P = .03) despite no difference based on maternal age (P = .59) and insurance status (P = .47).ConclusionThis study underscores the significance of mitigating disparities in timely diagnosis of HL, consistent CI usage, and appropriate follow‐up care. This is a first step toward the formulation of novel strategies aimed at overcoming barriers and developing appropriate intervention programs.

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Simultaneous Development of 2 Oral Languages by Child Cochlear Implant Recipients

Cited by 21 publications

References 14 publications

Speech Production Accuracy and Variability in Monolingual and Bilingual Children With Cochlear Implants: A Comparison to Their Peers With Normal Hearing

Speech Production Accuracy and Variability in Monolingual and Bilingual Children With Cochlear Implants: A Comparison to Their Peers With Normal Hearing

Dual language versus English‐only support for bilingual children with hearing loss who use cochlear implants and hearing aids

Inclusive Soundscapes: How Race, Socioeconomic Status and Maternal Age Influence the Pediatric Cochlear Implant Journey

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