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Bilingual children who have hearing loss
Ana is a four-year, 11-month old children who lives with her parents, two older siblings, paternal grandparents, paternal aunt, and one older cousin. Her family uses Spanish primarily in the home, although her older siblings speak English to each other. She attends a Deaf/Hard of Hearing preK program five days a week. The school uses a total-communication philosophy, including spoken English, ASL, and sign-supported speech. Ana has made good progress and will transition to Kindergarten soon. The family has questions about how Ana’s language skills will be supported in her new classroom.

This case study centers around bilingual children who have hearing loss. What does a communication professional need to know in order to best serve Ana?

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Link to YouTube video: https://youtu.be/Fnzn62US8Z0?si=82rZVoa9FNK6W5N3

The video discusses strategies for engaging Spanish-speaking families with deaf children, focusing on the importance of cultural identity and bilingualism. The speaker shares personal experiences and insights into the challenges faced by deaf Latinx families. She covers topics like assimilation versus acculturation, the significance of maintaining cultural ties, and providing supportive educational environments. Key recommendations include advocating for bilingual education, promoting cultural pride, and increasing awareness of available resources for families.

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How to Engage Spanish Speaking Families with Deaf Children

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Characteristics of Communication in Population

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Characteristics of Communication in Population

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-Bilingual children

-Ana’s family uses primarily Spanish at home but her siblings use English to talk to each other

-Hearing loss in a bilingual family

-Ana attends a deaf/hard of hearing preK program

-Characteristics of communication to consider associated around bilingual children with hearing loss:

-Ensure Ana’s hearing loss and bilingualism does not affect expressive, receptive and social communication, listening skills, literacy and academic communication.

-What type of language does Ana prefer to use

-What type of hearing devices she uses, if any

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Considerations for Speech, Language, or Hearing Assessment

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Considerations for Speech, Language, or Hearing Assessment

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-Hearing device

-Which speech does she prefer?

-Which language does she prefer?

-What does the family value?

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This article looks at the advice given by professionals to parents of deaf children who are thinking about raising their child with two spoken languages. The study highlights how difficult it can be for parents, especially those with little experience with deafness, to make informed choices about language. It also points out the diverse advice professionals give when it comes to raising a deaf child with two spoken languages.

The research found that most professionals believe it is possible for deaf children to learn two spoken languages. However, there were concerns when children had other speech or language issues, like Developmental Language Disorder (DLD). Some professionals, mainly audiologists and teachers of the deaf, worried about language confusion or lower proficiency. Most agreed that parents should speak to their child in their home language, no matter their level of English. They also recognized the benefits of bilingualism, including cognitive and social advantages.

The article ends with recommendations of support for parents considering bilingualism for their deaf child. It suggests that professionals should receive specialized training on multilingualism to help them give better advice.

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DEI CaseStudy source - Deaf children with spoken language bilingualism  Professional guidance to parents

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The article explores how caregivers of children with hearing loss make decisions regarding communication modes—speech, sign language, or multilingualism. The study examines a range of factors influencing these decisions, such as caregivers' knowledge, beliefs, and attitudes toward different communication strategies, and the perceived advantages and challenges of each.

The article is relevant for this case study because it will give a guide to caregivers on how other people handle speech, sign language, and multilingualism. The study showed that there is no right answer, but it is important to do what is best for the family and to make sure you give them all the resources needed to make a thought-out decision.

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Considerations for Speech, Language, or Hearing Intervention

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Considerations for Speech, Language, or Hearing Intervention

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-Assistive listening devices

-Roger clip-on microphone

-Interpreter to speak alongside teacher

-Worksheets/classwork in both English and Spanish

-Regular meetings with teachers

-Classroom noise management

-Speak mainly Spanish at home since class time will be mainly English

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This is a YouTube channel of a dad and daughter making funny and sweet videos talking about her life with a cochlear implant and learning total speech (speaking with American Sign Language (ASL) and English). YouTube shorts on this channel could help a client see how they realistically use and learn to use total speech.

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Join Kylee, TJ and Diana on our adventures, games and more. Let’s go, byeee✌🏻😘

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The article looks into surveying children’s caregivers and educators to see what factors influenced the communication style and language use multilingual children with hearing loss preferred at home and at school. There are many demographic factors that sway what communication style and language use a family and their child will use both in the home and in early education. The strongest relating factor to the communication mode the child uses at home is what the communication mode the female caregiver uses in the home. Another strong correlating factor is the male caregiver’s use of a language other than English in the home. If there is use of another language other than English used in the home, the child with hearing loss is more likely to use that language as well, but not in their early education. Studies like this one are important to highlight for families and educators that have a multilingual child with hearing loss in order to help plan appropriate intervention services based on their home life, linguistic background, and early education plans.