Abstract
This chapter explores principles of family-centered listening and spoken language (LSL) intervention, research, and best practices for children who are d/Deaf or hard of hearing (DHH) using multiple spoken languages and their families. Children with any degree/type of hearing loss who are in environments where multiple languages are spoken are referred to as deaf multilingual learners (DMLs). The language landscape for these children is varied. Some DMLs acquire a first language (L1) at home and are exposed to subsequent spoken languages in school or community settings; others are born into families where multiple languages are spoken from the beginning. While the chapter focuses on a framework of family-centered intervention applied to language development for DMLs whose families have selected LSL outcomes, the principles discussed broadly apply to DMLs using varied language(s) or modality(ies). Through analysis of best practices for interventionists and case studies, readers will understand bi/multilingual spoken language development for children who are DHH.
TopLinguistic, Cognitive And Sociocultural Demands On Dmls
Children who are d/Deaf or hard of hearing (DHH) from varied cultural and linguistic backgrounds can utilize hearing technology, including cochlear implants and hearing aids, to successfully develop listening and speaking skills in multiple languages when provided with appropriate strategies and supports. Around the world, many families desire for their children who are DHH to communicate fluently in the language(s) of the home and they look for professionals with the knowledge and skills to support listening and spoken language development (Katz & Melo, 2012). Professionals implementing family-centered intervention recognize that parents and caregivers are their children’s first and most enduring teachers and the primary agents of change in their child’s listening and spoken language development (MacIver-Lux, Estabrooks, & Smith, 2020). When utilizing family-centered intervention practices to serve DMLs, professionals support caregivers to utilize the language they speak most fluently to ensure the provision of whole and complete linguistic models (Alfano & Douglas, 2018).
Parents and caregivers of young children who are DHH who have chosen to pursue a listening and spoken language approach to communication are the primary clients of interventionists and the primary agents of intervention for their children (Rosenzweig, 2017). Parents need support to obtain appropriate services and interventions, set realistic expectations for development, and understand the implications of deafness and disability on long-term outcomes. Daniel and Ritter suggest that, “for maximum progress, some children need a network of professionals to address their multiple needs” (2012, p. 234) which is especially true for DMLs. It is critical that practitioners have knowledge and skills to identify needs, make appropriate referrals, and work with families to achieve greatest outcomes for children who are DHH.
Key Terms in this Chapter
Listening and Spoken Language Auditory Verbal (LSL AV) Practice: An intervention approach for children who are DHH whose parents have chosen a spoken language outcome through listening. The defining features of this method include 1) family as the primary intervention agents and language models; 2) audition as the natural pathway for the development of speech and language skill; 3) developmental, rather than remedial, sequence of skill acquisition; and 4) coaching, rather than teaching, model by professionals who serve these families (see AG Bell Academy for Listening and Spoken Language, n.d. AU55: The in-text citation "Listening and Spoken Language, n.d." is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Rosenzweig, 2017 ).
Biliteracy: Reading and writing skills in two or more languages.
Culturally Responsive Practice (CRP): Pedagogical practices that adapt and respond to each learner’s unique background (e.g., language, race, culture, ethnicity, religion, etc.). Also called culturally esponsive teaching/therapy, culturally-responsive pedagogy.
D/Deaf or Hard of Hearing (DHH): A person with any degree or type of hearing loss.
Basic Interpersonal Communication Skills (BICS): Generally conceptualized as “conversational fluency” in a language, develops with 2-3 years of language exposure for typical language learners (see Cummins, 1979 ).
Cognitive Academic Language Proficiency (CALP): Language skills necessary to access academic instruction, develops over 5-10 years of language exposure in typical language learners (see Cummins, 1979 ).
Family-Centered Intervention: Intervention designed to build a family’s capacity to care for their children through the provision of formal and informal supports. Family-centered intervention prioritizes family needs, builds upon family strengths, and often results in the provision of intervention strategies which can be embedded across family routines and activities to be implemented within the natural environment.
Deaf Multilingual Learner (DML): An individual who is DHH and learning more than one language (spoken, written, and/or signed) (see Cannon, Guardino, & Gallimore, 2016 ).