The Effects of Dual-Language Support on the Language Skills of Bilingual Children With Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers

2013 ◽  
Vol 44 (3) ◽  
pp. 281-290 ◽  
Author(s):  
Ferenc Bunta ◽  
Michael Douglas
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
English Language ◽  
Language Skills ◽  
Bilingual Children ◽  
Auditory Comprehension ◽  
Preschool Language ◽  
English Speaking ◽  
Children With Hearing Loss ◽  
English Language Skills

PurposeThe present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared.MethodThe language skills of 40 children with HL (20 bilingual Spanish–English-speaking and 20 monolingual English-speaking) were examined using the Auditory Comprehension, Expressive Communication, and total language scores from the Preschool Language Scale, Fourth Edition (Zimmerman, Steiner, & Pond, 2002a, 2002b).ResultsThe English language skills of the bilingual participants were commensurate with those of their monolingual English-speaking peers on all 3 measures. The Spanish and English total language scores of the bilingual group were also comparable and highly correlated.ConclusionBoth languages of bilingual children with HL can be supported without having adverse effects on the children's language development. Moreover, supporting both languages in bilingual children with HL may have multifarious positive ramifications.

The Acquisition of Acoustic Cues to Onset and Coda Voicing Contrasts by Preschoolers With Hearing Loss

2021 ◽  
pp. 1-18
Author(s):  
Laurence Bruggeman ◽  
Julien Millasseau ◽  
Ivan Yuen ◽  
Katherine Demuth
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Self Esteem ◽  
Acoustic Cues ◽  
Elicited Imitation ◽  
Phonological Representations ◽  
Initial Onset ◽  
English Speaking ◽  
Children With Hearing Loss

Purpose Children with hearing loss (HL), including those with hearing aids (HAs) and cochlear implants (CIs), often have difficulties contrasting words like “ b each ” versus “ p each ” and “ do g ” versus “ do ck ” due to challenges producing systematic voicing contrasts. Even when acoustic contrasts are present, these may not be perceived as such by others. This can cause miscommunication, leading to poor self-esteem and social isolation. Acoustic evidence is therefore needed to determine if these children have established distinct voicing categories before entering school and if misperceptions are due to a lack of phonological representations or due to a still-maturing implementation system. The findings should help inform more effective early intervention. Method Participants included 14 children with HL (eight HA users, five CI users, and one bimodal) and 20 with normal hearing, all English-speaking preschoolers. In an elicited imitation task, they produced consonant–vowel–consonant minimal pair words that contrasted voicing in word-initial (onset) or word-final (coda) position at all three places of articulation (PoAs). Results Overall, children with HL showed acoustically distinct voicing categories for both onsets and codas at all three PoAs. Contrasts were less systematic for codas than for onsets, as also confirmed by adults' perceptual ratings. Conclusions Preschoolers with HL produce acoustic differences for voiced versus voiceless onsets and codas, indicating distinct phonological representations for both. Nonetheless, codas were less accurately perceived by adult raters, especially when produced by CI users. This suggests a protracted development of the phonetic implementation of codas, where CI users, in particular, may benefit from targeted intervention.

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2019 ◽  
pp. 323-360
Author(s):  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
...  
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This chapter is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non-English-speaking countries. Linguistic concentrations reduce the immigrant’s own English language skills. Moreover, immigrants’ earnings are lower the lower their English language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2005 ◽  
Vol 4 (1) ◽  
pp. 5-35 ◽  
Author(s):  
Chiswick Barry R. ◽  
Paul W. Miller
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This paper is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non‐English speaking countries. Linguistic concentrations reduce the immigrant's own English language skills. Moreover, immigrant's earnings are lower the lower their English‐language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

scholarly journals Efforts to Improve English Speaking Ability of Five to Six-Years-Old Bilingual School Students Through Hand Puppet Media

2021 ◽  
Vol 4 (1) ◽  
pp. 47-59
Author(s):  
Nila Fitria ◽  
Atria Farastiwi
Keyword(s):  
Action Research ◽  
English Language ◽  
Language Skills ◽  
School Students ◽  
Factors Affecting ◽  
Research Results ◽  
English Speaking ◽  
Bilingual Schools ◽  
Bilingual School ◽  
English Language Skills

This classroom action research was motivated by the five to six-year-old students’ low English speaking ability in bilingual schools, especially in pronouncing, adding vocabulary, and forming sentences. This research aims to improve the English language skills of five to six-year-old students using hand puppets. This research was conducted from April 9 to May 4, 2018, at the TK IT Al Ikhlas Islamic Bilingual School by employing Kemmis's and Mc Taggart’s model in two cycles with three meetings each. The subjects of this research consisted of twelve students (seven males and five females). Based on the research results, there was an increase in English language skills through hand puppet media. In conclusion, the factors affecting students’ English speaking skills are familiar vocabulary, clear and easy to imitate teacher's pronunciation, exciting and varied media, and opportunities for them to use hand puppets while imitating the teacher. The researchers concluded that the hand puppet media could improve the five to six-year-old students' language skills.

Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development

2016 ◽  
Vol 15 (4) ◽  
pp. 339-358 ◽  
Author(s):  
Ivana Markova
Keyword(s):  
Second Language ◽  
Language Development ◽  
English Language ◽  
Language Skills ◽  
Free Play ◽  
English Language Development ◽  
Bilingual Children ◽  
Bilingual Students ◽  
Academic Activities ◽  
English Language Skills

This research compared the relative impact of different preschool activities on the development of bilingual students’ English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic) activities. The researcher utilized both quantitative and qualitative research approaches; data sources included 285 preschool observations made in three classrooms in Northern California. Data analysis consisted of descriptive statistics (e.g. frequencies/percentages, mean values, and standard deviations). In addition, children’s observed scores were also analyzed by normative scales using standardized z-scores. The findings of this study indicated that bilingual children engaged and interacted significantly more during free-play (non-academic) preschool classroom activities than during teacher-structured (academic) activities. Specific free-play activities enabling optimal engagement and second language acquisition were pretend play, free play, and monkey bars. The study’s major implication is that free-play (non-academic) activities may be much more helpful in developing bilingual preschoolers’ English-language skills than teacher-structured (academic) activities. Free-play activities are an affordance for making language available, which helps with building academic skills and cultural capital. This study proves that free-play activities are an affordance for language learning because bilingual children have shown dramatically greater engagement in non-academic activities (vs academic activities). The importance of free-play activities may extend beyond preschool classrooms (e.g. greater English-language development in early preschool may subsequently positively impact student performance in kindergarten). Thus, unstructured, social-based activities should be implemented for bilingual students in K-12 classrooms. Free-play (i.e. non-academic) activities should be implemented in preschool.

scholarly journals THE STRATEGIES OF AL-ISTIQOMAH NGATA BARU MODERN ISLAMIC BOARDING SCHOOLIN APPLYING ENGLISH SPEAKING SKILL TO SANTRI

2021 ◽  
Vol 1 (2) ◽  
pp. 34-43
Author(s):  
Fajar Fajar ◽  
Yuni amelia
Keyword(s):  
Data Collection ◽  
English Language ◽  
Language Skills ◽  
Sampling Technique ◽  
Boarding School ◽  
Research Subjects ◽  
Collection Data ◽  
Speaking Skill ◽  
English Speaking ◽  
English Language Skills

In improving the English language skills of students, the Pondok Pesantren modern Al-istiqamah Ngata Baru has a language strategy. Students are required to communicate using English. However, in fact there are still some students whose English is still weak and left behind. The purpose of this study was to determine the strategy of the modern Al-istiqamah Ngata Baru Islamic boarding school in applying the speaking skills of the students. This research is used qualitative research. The research subjects were the head of the language field, the English teacher, the dormitory musyrif, the CLI (Central Language Improvement) board, and the students of the Al-istiqamah Ngata Baru Modern Islamic Boarding School. The technique used in determining the research subject is purposive sampling technique. Data collection techniques by interview, observation, and documentation. The data analysis techniques used were data collection, data reduction, data presentation, and verification. The results of this study indicate that the application of the strategy in English at Pondok Pesantren Modern Al-istiqamah Ngata Baru has been going well. With the English language strategy, the students 'English language skills continue to improve and with it the students understand better the lessons in class and the students' achievement increases, and they are able to win the English competition.

FM Verification for the 21 st Century

2008 ◽  
Vol 18 (1) ◽  
pp. 4-9 ◽  
Author(s):  
Leisha Eiten ◽  
Dawna Lewis
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Current Technology ◽  
The Past ◽  
Technological Advances ◽  
Children With Hearing Loss

Background: For children with hearing loss, the benefits of FM systems in overcoming deleterious effects of noise, distance, and reverberation have led to recommendations for use beyond classroom settings. It is important that audiologists who recommend and fit these devices understand the rationale and procedures underlying fitting and verification. Objectives: This article reviews previousguidelines for FM verification, addresses technological advances, and introduces verification procedures appropriate for current FM and hearing-aid technology. Methods: Previous guidelines for verification of FM systems are reviewed. Those recommendations that are appropriate for current technology are addressed, as are procedures that are no longer adequate for hearing aids and FM systems utilizing more complex processing than in the past. Technological advances are discussed, and an updated approach to FM verification is proposed. Conclusions: Approaches to verification andfitting of FM systems must keep pace with advances in hearing-aid and FM technology. The transparency approach addressed in this paper is recommended for verification of FM systems coupled to hearing aids.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

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