Beeres-Scheenstra Renske, Ohnsorg Claudia, Candreia Claudia, Heinzmann Sybille, Castellanos Susana, De Min Nicola, Linder Thomas E
*Department of Otorhinolaryngology-Head & Neck Surgery, Luzerner Kantonsspital, Lucerne †Pädagogische Hochschule Luzern, University of Teacher Education, Lucerne, Switzerland.
Otol Neurotol. 2017 Jul;38(6):833-838. doi: 10.1097/MAO.0000000000001431.
To evaluate foreign language acquisition at school in cochlear implant patients.
Cohort study.
CI center.
Forty three cochlear implants (CI) patients (10-18 yr) were evaluated. CI nonusers and patients with CI-explantation, incomplete datasets, mental retardation, or concomitant medical disorders were excluded.
INTERVENTION(S): Additional data (type of schooling, foreign language learning, and bilingualism) were obtained with questionnaires. German-speaking children with foreign tuition language (English and/or French) at school were enrolled for further testing.
MAIN OUTCOME MEASURE(S): General patient data, auditory data, and foreign language data from both questionnaires and tests were collected and analyzed.
Thirty seven out of 43 questionnaires (86%) were completed. Sixteen (43%) were in mainstream education. Twenty-seven CI users (73%) have foreign language learning at school. Fifteen of these were in mainstream education (55%), others in special schooling. From 10 CI users without foreign language learning, one CI user was in mainstream education (10%) and nine patients (90%) were in special schooling. Eleven German-speaking CI users were further tested in English and six additionally in French. For reading skills, the school objectives for English were reached in 7 of 11 pupils (64%) and for French in 3 of 6 pupils (50%). For listening skills, 3 of 11 pupils (27%) reached the school norm in English and none in French.
Almost 75% of our CI users learn foreign language(s) at school. A small majority of the tested CI users reached the current school norm for in English and French in reading skills, whereas for hearing skills most of them were not able to reach the norm.
评估人工耳蜗植入患者在学校的外语习得情况。
队列研究。
人工耳蜗植入中心。
对43名人工耳蜗植入（CI）患者（10 - 18岁）进行评估。排除未使用人工耳蜗者、人工耳蜗取出患者、数据不完整者、智力障碍者或伴有其他疾病者。
通过问卷获取额外数据（学校教育类型、外语学习情况和双语能力）。招募在学校以德语为母语且外语授课语言为（英语和/或法语）的儿童进行进一步测试。
收集并分析来自问卷和测试的一般患者数据、听觉数据及外语数据。
43份问卷中有37份（86%）完成。16名（43%）患者接受主流教育。27名人工耳蜗使用者（73%）在学校学习外语。其中15名在主流教育机构（55%），其他在特殊教育学校。在10名未学习外语的人工耳蜗使用者中，1名在主流教育机构（10%），9名患者（90%）在特殊教育学校。11名说德语的人工耳蜗使用者进一步接受英语测试，6名额外接受法语测试。在阅读技能方面，11名学生中有7名（64%）达到英语学校目标，6名学生中有3名（50%）达到法语学校目标。在听力技能方面，11名学生中有3名（27%）达到英语学校标准，法语方面无人达到。
我们几乎75%的人工耳蜗使用者在学校学习外语。接受测试的人工耳蜗使用者中，一小部分在阅读技能方面达到了英语和法语的当前学校标准，而在听力技能方面，他们中的大多数未能达到标准。
