Department of Deaf Studies and Deaf Education, Lamar University, 4400 MLK Blvd., P. O. Box 10113, Beaumont, TX, 77710, USA.
Deaf Studies, Interdisciplinary Programs, Towson University, 8000 York Road, Towson, MD, 21252, USA.
Matern Child Health J. 2020 Nov;24(11):1339-1344. doi: 10.1007/s10995-020-03005-2. Epub 2020 Sep 8.
Despite advances in hearing technology, a growing body of research, as well as early intervention protocols, deaf children largely fail to meet age-based language milestones. This gap in language acquisition points to the inconsistencies that exist between research and practice. Current research suggests that bimodal bilingual early interventions at deaf identification provide children language foundations that can lead to more effective outcomes. Recommendations that support implementing bimodal bilingualism at deaf identification include early intervention protocols, language foundations, and the development of appropriate bimodal bilingual environments. All recommendations serve as multifaceted tools in a deaf child's repertoire as language and modality preferences develop and solidify. This versatile approach allows for children to determine their own language and communication preferences.
尽管听力技术取得了进步，越来越多的研究以及早期干预方案，但聋童在很大程度上未能达到基于年龄的语言里程碑。语言习得方面的这一差距表明，研究和实践之间存在不一致之处。目前的研究表明，在聋儿识别阶段进行双模式双语早期干预，可以为儿童提供语言基础，从而带来更有效的结果。支持在聋儿识别阶段实施双模式双语的建议包括早期干预方案、语言基础以及适当的双模式双语环境的开发。所有这些建议都是聋儿语言和模式偏好发展和巩固的多方面工具。这种多功能方法允许儿童确定自己的语言和交流偏好。
