Naslov
The effects of language deprivation on deaf children’s cognition and literacy

Autori
Radošević, Tomislav ; Hrastinski, Iva ; Milković, Marina

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, ostalo, ostalo

Skup
Rezultati (ne)podržavajuće okoline

Mjesto i datum
Zagreb, Hrvatska, 21.11.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Podatak o recenziji nije dostupan

Ključne riječi
language deprivation ; deafness ; cognition ; literacy ; sign language

Sažetak
The purpose of this talk is to present in short a current knowledge about the effects on cognition and literacy skills when deaf children are not provided with timely access to natural language input. In general, deaf children have significantly lower results on various tasks that measure spoken language skills compared to hearing peers, which negatively affects learning and academic achievement (Hall, 2017 ; Hrastinski & Wilbur, 2016 ; Lederberg, Schick, & Spencer, 2013). Even the deaf children who received cochlear implant early, and therefore started to acquire spoken language earlier, will demonstrate poorer language and pragmatic skills compared to hearing peers (Rinaldi et al., 2013). Only a group of deaf children with early access to natural sign language demonstrates spoken language skills comparable to hearing peers (Hall, 2017 ; Lederberg, Schick, & Spencer, 2013). This leads to a conclusion that children need accessible language input, and in case of deaf children, the only accessible way of acquiring a language timely, from birth, is by acquiring a natural sign language, given the fact that the acquisition of spoken language via hearing will be late at least one year, since the current age of cochlear implantation is around child’s first year. It is important to emphasize that when we say “natural sign language”, we make a clear distinction from a “signed system” or “simultaneous oral-signed communication”, with former being a natural, full, language that can be acquired, and with latter being a code-blend with spoken language grammar combined with sign language vocabulary. Therefore, children who are exposed to a signed system, and not to a natural sign language, cannot reach full proficiency in either of languages, given the inevitable distortions of speech (i.e. spoken language) and signing (i.e. sign language). For example, deaf children who use signed systems produce shorter and simpler utterances, and ask fewer questions (Hoiting & Slobin, 2002). Late exposure to accessible language can also produce adverse effects on cognitive development, short-term memory capacity, and theory of mind (Emmorey, 2002 ; Hall, 2017 ; Lederberg, Schick, & Spencer, 2013). Since the general language abilities, among other factors, predict literacy outcomes, it is not surprising that deaf children have poorer literacy outcomes, as well, compared to hearing peers (Lederberg, Schick, & Spencer, 2013 ; Hrastinski & Wilbur, 2016). The importance of giving a deaf child access to natural sign language has long been emphasized (e.g. Hoiting & Slobin, 2002). Moreover, increasing evidence are being reported of a positive impact on spoken language skills, cognition, and literacy (Emmorey, 2002 ; Hall, 2017 ; Hrastinski & Wilbur, 2016 ; Lederberg, Schick, & Spencer, 2013). On the other hand, except having poorer academic achievement and literacy outcomes, deaf children and adults with no (natural) sign language exposure are at risk for permanent changes in brain structure and functioning, cognitive delay, mental health difficulties and lower quality of life (Emmorey, 2002 ; Hall, 2017).

Izvorni jezik
Engleski

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