<div dir="ltr"><div><div><div><div><div><div><div>Hi Aliyah,<br><br></div>reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children.<br>
<br></div>1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life.<br>
<br>We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. <br>
</div><br></div>2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation:<br>
<font><br>
</font><p class="MsoNormal" style="margin-left:36pt"><font><span lang="EN-US">Szagun, G. & Stumper, B. (2012). Age or experience?
The influence of age at implantation, social and linguistic environment on
language development in children with cochlear implants. <i>Journal of Speech, Language, and Hearing Research, 55, </i>1640-1654<i>.</i></span></font></p>
<br></div>In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children.<br>
<br></div>Best wishes,<br></div>Gisela<br><div><div><div><br></div></div></div></div><div class="gmail_extra"><br><br><div class="gmail_quote">On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN <span dir="ltr"><<a href="mailto:aliyah.morgenstern@gmail.com" target="_blank">aliyah.morgenstern@gmail.com</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div style="word-wrap:break-word">Thank you Denis!<div>Best,</div><div>Aliyah<br><div><div>Le 10 déc. 2013 à 00:22, Denis Donovan a écrit :</div>
<div><div class="h5"><br><blockquote type="cite"><div style="word-wrap:break-word"><div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica">Actually, 3 years may be VERY VERY late. Consider:</div>
<div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica"><br></div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica">
<div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica">Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, <a href="http://www.pnas.org/cgi/doi/10.1073/pnas.1113380109" target="_blank">www.pnas.org/cgi/doi/10.1073/pnas.1113380109</a> and <a href="http://www.pnas.org/content/109/9/3253" target="_blank">http://www.pnas.org/content/109/9/3253</a> (120913).</div>
</div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica;min-height:14px"><br></div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica">
Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). </div>
</div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica"><br></div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica">
Best,</div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica"><br></div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica">
Denis Donovan</div><div style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal normal normal 12px/normal Helvetica"><br></div><div><div><div>Denis M. Donovan, M.D., M.Ed., F.A.P.S.<br>Director, EOCT Institute<br>
<br>Medical Director, 1983 - 2006<br>The Children's Center for Developmental Psychiatry<br>St. Petersburg, Florida<br><br>P.O Box 47576<br>St. Petersburg, FL 33743-7576<br>Phone:<span style="white-space:pre-wrap"> </span><a href="tel:727-641-8905" value="+17276418905" target="_blank">727-641-8905</a><br>
<a href="mailto:DenisDonovan@EOCT-Institute.org" target="_blank">DenisDonovan@EOCT-Institute.org</a></div><div><a href="mailto:dmdonovan1937@gmail.com" target="_blank">dmdonovan1937@gmail.com</a></div><div><br></div></div>
</div><br><div><div>On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote:</div><br><blockquote type="cite"><div style="word-wrap:break-word">thanks a lot!<br><div><div>Le 9 déc. 2013 à 13:45, Isa Barriere a écrit :</div><br>
<blockquote type="cite"><div dir="ltr"><div><font color="#555555" face="arial, sans-serif"><span style="white-space:nowrap">Salut Aliyah,</span></font></div><div><font color="#555555" face="arial, sans-serif"><span style="white-space:nowrap"><br>
</span></font></div><div><font color="#555555" face="arial, sans-serif"><span style="white-space:nowrap">Here you are: </span></font></div><span style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap"><div>
<span style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap"><br></span></div><a href="mailto:deborah.pichler@gallaudet.edu" target="_blank">deborah.pichler@gallaudet.edu</a></span><br>
<div><span style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap"><br>
</span></div><div><span style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap">Isabelle</span></div></div><div class="gmail_extra"><br><br><div class="gmail_quote">On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere <span dir="ltr"><<a href="mailto:barriere.isa@gmail.com" target="_blank">barriere.isa@gmail.com</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr">Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue:<div>
<span style="color:rgb(68,68,68);font-family:arial,verdana,helvetica,sans-serif;font-size:12px;line-height:18px"><br>
</span></div><div><span style="color:rgb(68,68,68);font-family:arial,verdana,helvetica,sans-serif;font-size:12px;line-height:18px">Spoken language development in native signing children with cochlear implants </span><div style="margin-top:0px;margin-right:0px;margin-bottom:1.6em;margin-left:0px;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;border-top-width:0px;border-right-width:0px;border-bottom-width:0px;border-left-width:0px;border-style:initial;border-color:initial;outline-width:0px;outline-style:initial;outline-color:initial;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px">
<br></div><p style="margin:0px 0px 1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline">K. Davidson, D. Lillo-Martin, D. Chen Pichler</em></p>
<p style="margin:0px 0px 1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline"><br>
</em></p><p style="margin:0px 0px 1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline">Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. </em></p>
<p style="margin:0px 0px 1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><i>Isabelle Barriere, PhD</i></p>
<p style="margin:0px 0px 1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline"><br>
</em></p></div></div><div><div><div class="gmail_extra"><br><br><div class="gmail_quote">On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff <span dir="ltr"><<a href="mailto:erikachoff@gmail.com" target="_blank">erikachoff@gmail.com</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr">Dear all,<div><br></div><div>I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because </div>
<div><br></div><div>(a) when you take your implant off to swim, shower, etc. you are deaf. </div>
<div>(b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf.</div><div>(c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it.</div>
<div><br></div><div>Erika Hoff</div></div><div class="gmail_extra"><div><div><br><br><div class="gmail_quote">On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff <span dir="ltr"><<a href="mailto:Roberta@udel.edu" target="_blank">Roberta@udel.edu</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr"><div><div><div>Hi Aliyah!<br><br></div><div>Sorry to be late in joining the party!<br><br>For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. <br>
</div><div><br>For your second questions, there will be an SRCD Social Policy report:<br><br><span style="font-family:Helvetica">McCabe,
A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M.,
Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M.,
Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths
and towards best practices.<span> </span><i>Social Policy Report, </i>Society for
Research in Child Development. It will hopefully come out early in 2014.<br><br></span></div><span style="font-family:Helvetica">We addressed four questions:<br><br></span><p class="MsoNormal" style="text-indent:0.5in;line-height:200%">
<span style="line-height:200%;font-family:"Times New Roman"">1.
What are the broad social and historical contexts of multilingual learners in
the United States?</span></p><p class="MsoNormal" style="text-indent:0.5in;line-height:200%"><span style="line-height:200%;font-family:"Times New Roman"">2.
What does a multilingual family look like?<span>
</span></span></p><p class="MsoNormal" style="text-indent:0.5in;line-height:200%"><span style="line-height:200%;font-family:"Times New Roman"">3.
What lessons learned with monolingual children can be applied to multilingual
children?</span></p><p class="MsoNormal" style="text-indent:0.5in;line-height:200%"><span style="line-height:200%;font-family:"Times New Roman"">4.
What contexts support learning multiple languages? </span></p>
I think this will be very helpful to you Aliyah, when it emerges.<br><br></div>All best and happy holidays to you and all my other language friends!<br></div>Roberta<br>
</div><div class="gmail_extra"><br><br><div class="gmail_quote">On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf <span dir="ltr"><<a href="mailto:eileen.graf@googlemail.com" target="_blank">eileen.graf@googlemail.com</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr"><div><span style="line-height:14px;font-family:tahoma,sans-serif">Dear Aliyah,</span><br></div><div><span style="line-height:14px;font-family:tahoma,sans-serif"><br>
</span></div>
<div><span style="line-height:14px;font-family:tahoma,sans-serif">You might find these helpful:</span></div><font face="tahoma, sans-serif"><font color="#000000"><span style="line-height:14px"><div><font color="#000000"><span style="line-height:14px"><br>
</span></font></div>[1] </span><span style="line-height:19.488636016845703px">Place, Silvia & Hoff, Erika (2011). </span></font><font color="#000000"><span style="line-height:14px">Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development:</span></font></font><div>
<font color="#000000" face="tahoma, sans-serif"><font><span style="line-height:13.991477012634277px"><a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract" target="_blank">http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract</a></span></font><br>
</font></div><div><font face="tahoma, sans-serif"><br></font></div><div><p style="margin:0px 0px 1.6em;padding:0px;border:0px;outline:0px;vertical-align:baseline;line-height:18px"><em style="line-height:18px;margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline"><font face="tahoma, sans-serif"><font color="#000000"><span style="font-style:normal;line-height:17.09375px">[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. </span><a title="http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract" href="http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract" style="line-height:17.099999999999998px" target="_blank">Journal of Deaf Studies and Deaf Education</a><span style="font-style:normal;line-height:17.09375px">.</span></font></font></em><br>
</p></div><div><font color="#000000" face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><span style="line-height:13.991477012634277px">Best,</span></font></div><div><font color="#000000" face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><span style="line-height:13.991477012634277px">Eileen</span></font></div>
<div><font color="#000000" face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><span style="line-height:13.991477012634277px"><br></span></font></div><div><br></div></div><div><div>
<div class="gmail_extra">
<br><br><div class="gmail_quote">On 26 November 2013 15:01, Marinova-Todd, Stefka <span dir="ltr"><<a href="mailto:stefka@audiospeech.ubc.ca" target="_blank">stefka@audiospeech.ubc.ca</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
Dear Aliyah,<br>
<br>
I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some.<br>
<br>
Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context):<br>
<br>
1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200.<br>
<br>
2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64.<br>
<br>
3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press.<br>
<br>
4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24.<br>
<br>
I hope those are of use to you.<br>
Best,<br>
Stefka<br>
<div><div><br>
<br>
-----Original Message-----<br>
From: <a href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a> [mailto:<a href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a>] On Behalf Of Aliyah MORGENSTERN<br>
Sent: November 26, 2013 1:55 PM<br>
To: <a href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a><br>
Subject: Help: let them speak or sign their language<br>
<br>
Dear info-childes,<br>
I need to find good scientific proof it you think it is relevant and exists that<br>
1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal);<br>
2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in;<br>
<br>
Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together!<br>
<br>
Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days!<br>
Best,<br>
Aliyah<br>
<br>
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</font></span></div></div></blockquote></div><span><font color="#888888"><br><br clear="all"><br>-- <br><div dir="ltr">Roberta Michnick Golinkoff, Ph. D.<br>Unidel H. Rodney Sharp Professor<br>School of Education and Departments of Psychology and Linguistics and Cognitive Science<br>
University of Delaware, Newark, DE 19716<br>Office: <a href="tel:302-831-1634" value="+13028311634" target="_blank">302-831-1634</a>; Fax: <a href="tel:302-831-4110" value="+13028314110" target="_blank">302-831-4110</a><br>
Web page: <a href="http://udel.edu/~roberta/" target="_blank">http://udel.edu/~roberta/</a><br>Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford)<br>
<a href="http://www.mandateforplayfullearning.com/" target="_blank">http://www.mandateforplayfullearning.com/</a><br>Please check out our doctoral program at <a href="http://www.udel.edu/education/graduate/index.html" target="_blank">http://www.udel.edu/education/graduate/index.html</a><br>
The late Mary Dunn said, "Life is the time we have to learn."</div>
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</font></span></blockquote></div><br><br clear="all"><div><br></div></div></div>-- <br><div>Erika Hoff, Professor</div>
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<div>Florida Atlantic University</div>
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