Help: let them speak or sign their language

Mon Dec 9 09:59:24 UTC 2013

Dear Aliah,
Maybe one way to show the limitations of CIs is is to demostrate the
increased benefits of external support (i.e. if the CIs were so good,
increased external support would be innecessary).

This is a group study with children implanted relativel late (> 3 years old:

Le Normand, M. T., & Moreno-Torres, I. (2013). The role of linguistic and
environmental factors on grammatical development in French children with
cochlear implants. Lingua. doi:10.1016/j.lingua.2013.02.012

These two studies documented  the outcomes of a deaf child with
CI and ADHD, and who was exposed to Cued Speech. We did not know she had
ADHD when we wrote the first paper. We attributed that good outcomes to
being exposed to Cued Speech.

Moreno-Torres, I., & Torres, S. (2008). From 1-word to 2-words with
cochlear implant and cued speech: A case study. Clinical Linguistics &
Phonetics, 22(7), 491-508. doi:10.1080/02699200801899145

Moreno-Torres, I., Torres, S., & Santana, R. (2010). Lexical and
grammatical development in a child with cochlear implant and attention
deficit: A case study. Clinical linguistics & phonetics, 24(9), 706-721.
doi:10.3109/02699206.2010.488782

Best,
Ignacio Moreno-Torres
University of Málaga, Spain

> I agree Erika that we should absolutely promote, bimodal bilingualism, but
> it is extremely difficult in France to overcome the medical body's own
> deafness to the soundest arguments, so I need to accumulate scientific
> arguments through all those papers the list has been sending me.
> We will be summarizing all the studies we can get in the next six months
> in order to construct  solid arguments.
> My very best,
> Aliyah
>
> Le 9 déc. 2013 à 01:51, Erika Hoff a écrit :
>
>> Dear all,
>>
>> 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
>>
>> (a) when you take your implant off to swim, shower, etc. you are deaf.
>> (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.
>> (c) cochlear implants have variable outcomes. Simultaneous sign may help
>> when the auditory signal doesn't quite do it.
>>
>> Erika Hoff
>>
>>
>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff <Roberta at udel.edu>
>> wrote:
>> Hi Aliyah!
>>
>> Sorry to be late in joining the party!
>>
>> 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.
>>
>> For your second questions, there will be an SRCD Social Policy report:
>>
>> 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.  Social
>> Policy Report, Society for Research in Child Development.  It will
>> hopefully come out early in 2014.
>>
>> We addressed four questions:
>>
>> 1. What are the broad social and historical contexts of multilingual
>> learners in the United States?
>>
>> 2. What does a multilingual family look like?
>>
>> 3. What lessons learned with monolingual children can be applied to
>> multilingual children?
>>
>> 4. What contexts support learning multiple languages?
>>
>> I think this will be very helpful to you Aliyah, when it emerges.
>>
>> All best and happy holidays to you and all my other language friends!
>> Roberta
>>
>>
>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf
>> <eileen.graf at googlemail.com> wrote:
>> Dear Aliyah,
>>
>> You might find these helpful:
>>
>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language
>> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child
>> Development:
>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract
>>
>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press).
>> Spoken English language measures of native signing children with
>> cochlear implants. Journal of Deaf Studies and Deaf Education.
>> Best,
>> Eileen
>>
>>
>>
>>
>> On 26 November 2013 15:01, Marinova-Todd, Stefka
>> <stefka at audiospeech.ubc.ca> wrote:
>> Dear Aliyah,
>>
>> I am not aware of papers that speak to your first question, i.e., sign
>> language, although there are probably some.
>>
>> 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):
>>
>> 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.
>>
>> 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.
>>
>> 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.
>>
>> 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.
>>
>> I hope those are of use to you.
>> Best,
>> Stefka
>>
>>
>> -----Original Message-----
>> From: info-childes at googlegroups.com
>> [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN
>> Sent: November 26, 2013 1:55 PM
>> To: info-childes at googlegroups.com
>> Subject: Help: let them speak or sign their language
>>
>> Dear info-childes,
>> I need to find good scientific proof it you think it is relevant and
>> exists that
>> 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);
>> 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;
>>
>> Any good papers (if possible the actual paper) or references welcome
>> especially if they treat both those issues together!
>>
>> 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!
>> Best,
>> Aliyah
>>
>> --
>> You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send
>> an email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To view this discussion on the web visit
>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>> --
>> You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send
>> an email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To view this discussion on the web visit
>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca.
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>> --
>> You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send
>> an email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To view this discussion on the web visit
>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com.
>>
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>>
>> --
>> Roberta Michnick Golinkoff, Ph. D.
>> Unidel H. Rodney Sharp Professor
>> School of Education and Departments of Psychology and Linguistics and
>> Cognitive Science
>> University of Delaware, Newark, DE 19716
>> Office: 302-831-1634; Fax: 302-831-4110
>> Web page: http://udel.edu/~roberta/
>> Author of "A Mandate for Playful Learning in Preschool: Presenting the
>> Evidence" (Oxford)
>>     http://www.mandateforplayfullearning.com/
>> Please check out our doctoral program at
>> http://www.udel.edu/education/graduate/index.html
>> The late Mary Dunn said, "Life is the time we have to learn."
>>
>> --
>> You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send
>> an email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To view this discussion on the web visit
>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>>
>> --
>> Erika Hoff, Professor
>> Department of Psychology
>> Florida Atlantic University
>> 3200 College Ave.
>> Davie, FL 33314
>>
>> --
>> You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send
>> an email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To view this discussion on the web visit
>> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
> To post to this group, send email to info-childes at googlegroups.com.
> To view this discussion on the web visit
> https://groups.google.com/d/msgid/info-childes/07CCBCF8-0335-4C47-9118-E6FFBE57BFB3%40gmail.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>

-- 
You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com.
To post to this group, send email to info-childes at googlegroups.com.
To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/b1245e6f6db2a5e673cc9eeed75135ee.squirrel%40gw.uma.es.
For more options, visit https://groups.google.com/groups/opt_out.