Help: let them speak or sign their language

Tue Feb 25 01:39:50 UTC 2014

Gisela - just getting back to this thread which I find very illuminating.
May I ask how you recommend kids get the bilingual input?  Is there a way
to do this simultaneously -- offering sign and oral input at the same time?

Many thanks!
Roberta

On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <
gisela.szagun at googlemail.com> wrote:

> Hi Aliyah,
>
> 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.
>
> 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.
>
> 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.
>
> 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:
>
> 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. *Journal of Speech, Language, and
> Hearing Research, 55, *1640-1654*.*
>
> 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.
>
> Best wishes,
> Gisela
>
>
>
> On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN <
> aliyah.morgenstern at gmail.com> wrote:
>
>> Thank you Denis!
>> Best,
>> Aliyah
>> Le 10 déc. 2013 à 00:22, Denis Donovan a écrit :
>>
>> Actually, 3 years may be VERY VERY late. Consider:
>>
>> 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,
>> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and
>> http://www.pnas.org/content/109/9/3253 (120913).
>>
>> 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).
>>
>> Best,
>>
>> Denis Donovan
>>
>> Denis M. Donovan, M.D., M.Ed., F.A.P.S.
>> Director, EOCT Institute
>>
>> Medical Director, 1983 - 2006
>> The Children's Center for Developmental Psychiatry
>> St. Petersburg, Florida
>>
>> P.O Box 47576
>> St. Petersburg, FL 33743-7576
>> Phone: 727-641-8905
>> DenisDonovan at EOCT-Institute.org
>> dmdonovan1937 at gmail.com
>>
>>
>> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote:
>>
>> thanks a lot!
>> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit :
>>
>> Salut Aliyah,
>>
>> Here you are:
>>
>> deborah.pichler at gallaudet.edu
>>
>> Isabelle
>>
>>
>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere <barriere.isa at gmail.com>wrote:
>>
>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year
>>> that speaks to this issue:
>>>
>>> Spoken language development in native signing children with cochlear
>>> implants
>>>
>>> *K. Davidson, D. Lillo-Martin, D. Chen Pichler*
>>>
>>>
>>> *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. *
>>>
>>> *Isabelle Barriere, PhD*
>>>
>>>
>>>
>>>
>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff <erikachoff at gmail.com> wrote:
>>>
>>>> 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
>>>>>> <http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract>.*
>>>>>> 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
>>>>>>>
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>>>>>>
>>>>>>
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>>>>>> .
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>>>>>
>>>>>
>>>>>
>>>>> --
>>>>> 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."
>>>>>
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>>>>> .
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>>>>>
>>>>
>>>>
>>>>
>>>> --
>>>> Erika Hoff, Professor
>>>> Department of Psychology
>>>> Florida Atlantic University
>>>> 3200 College Ave.
>>>> Davie, FL 33314
>>>>
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>>>
>>>
>>
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>
>
>
> --
> Prof Gisela Szagun PhD BSc
>
> www.giselaszagun.com
>
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-- 
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."

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