Help: let them speak or sign their language

Tue Feb 25 09:39:56 UTC 2014

Hi Roberta,

until recently it has been quite difficult in Germany for kids with CI to
get bilingual/bimodal input. Let me explain a bit about how the system
works in general - as I have experienced this as a researcher at Cochlear
Implant Centers - and then say something about how bilinguality is dealt
with now.

Generally, the health system is very forthcoming with cochlear
implantation, and children also receive excellent rehabilitation in
specialized rehabilitation centers and in their home towns. This is not
dependent on type of health insurance but is paid for by all insurances.
All this is fine and health care is excellent.

However, the 'official ideology' has been 'spoken language only'. This has
been very much promoted by medical circles. At conferences evidence from
'star' children is presented, the rest seem to be ignored. Parents were
(still are?) given vastly exaggerated positive views of what to expect of
their children's spoken language development.This has been my experience
between 1996 and 2006. However, I stopped going to such conferences because
I simply could not bear it any longer. I have presented our evidence again
and again stressing the enormous variability in outcomes and arguing that
for some children it would be benefical to acquire sign language in order
to have a functioning symbolic system at all (see my previous mail in this
discussion).

Then, things began to change. Parents began to notice that quite a few
children do not fulfil these exaggerated pictures, that there was no point
in waiting and waiting but that something had to be done. It was then that
parents demanded either sign supported speech or sign language as part of
their child's rehabilitation as well.

To my knowledge, this is how this works at present: A teacher of sign
language (or sign supported speech) visits the family at home and teaches
the child and his/her parents. As such teaching is not part of the
insurance paid rehabilitation programme, parents would have to pay.
However, parents have fought for having the lessons paid for by social
services by taking social services to court when they refused. I have
myself written several expertises supporting parents' demands in court, and
they have won. So, this means, it will become easier and easier to get
these lessons free of costs for the parents.

Another way is that parents send their child to a Kindergarten which is
bilingual in sign and spoken language. However, such kindergartens do not
exist in each town or village, and kindergarten education does not start
until 3 years of age. Parents often wish for instruction in signed language
earlier.

All this goes on in individual cases. To my knowledge, there are no
cochlear rehabilitation centres which offer bilinguality on a regular
basis. Individual parents take the decision to want bilinguality for their
child and they act upon it, either from the beginning or when they begin to
have doubts about their child's spoken language development. There is a
Federal Association for parents of hearing-impaired children. They give
advice to parents, they have also invited me for talks and have asked me to
act as an expert in child language acquisition in court hearings.

It seems, parents were quicker than medicine to understand the importance
of a symbolic system for a developing child and they have fought the case
for their children - when the 'official medical view' has ducked.
Whichever, the main thing is, it is happening.One can only hope that, soon,
instruction in sign language or sign supported speech becomes available
quite generally at the rehabilitation centers. The children cannot lose out!

Best wishes,
Gisela

On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu> wrote:

> 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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>>>>>
>>>>
>>>>
>>>
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>>
>>
>>
>> --
>> Prof Gisela Szagun PhD BSc
>>
>> www.giselaszagun.com
>>
>>
>> Vertraulichkeitshinweis:
>> Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist.
>> Jede Veröffentlichung ist ausdrücklich untersagt.
>>
>> Confidentiality:
>> This message is intended exclusively for the persons it is addressed to.
>> Publication is prohibited.
>>
>>  --
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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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-- 
Prof Gisela Szagun PhD BSc

www.giselaszagun.com

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