Bilingual skills of deaf/hard of hearing children from Spain

Mark Guiberson

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Hearing Impairment and Communication Language Development and Disorders Hearing Loss and Rehabilitation

Abstract

BACKGROUND/AIMS: This study described the first language (L1) and second language (L2) skills of a group of Spanish deaf/hard of hearing (DHH) children who were bilingual. METHODS: Participants included parents of 51 DHH children from Spain. Parents completed an electronic survey that included questions on background, details on child's hearing loss, and bilingual status and L2 exposure. Parents also completed the Student Oral Language Observation Matrix, a rating scale that describes language skills. RESULTS: DHH bilingual children demonstrated L1 skills that were stronger than their monolingual DHH peers. Bilingual children demonstrated a wide range of L2 proficiency, and most were exposed to an L2 through parents and/or schooling. The majority of parents reported that their children demonstrated L2 skills that were either better than or at the level they had expected. CONCLUSION: These results correspond with earlier studies that indicate the DHH children are capable of becoming bilingual. Implications for clinical practice are discussed.

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References

1991When learning a second language means losing the first 1998Encyclopedia of bilingualism and bilingual education 1998Identifiers of Predominantly Spanish-Speaking Children With Language Impairment 2007Language Disorders in Bilingual Children and Adults 1993Early lexical development in Spanish-speaking infants and toddlers 1997One child, two languages: a guide for preschool educators of children learning English as a second language 1996A Parents' and Teachers' Guide to Bilingualism 1997Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities

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2021Home language maintenance in bilingual children with normal hearing and with hearing loss who use cochlear implants

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