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The Impact of a Bimodal Bilingual Input on Deaf Children's The impact of a bimodal bilingual input on deaf children’s communication and language development Elizabeth M. Levesque Trained Infant Teacher’s Certificate Graduate Diploma in Special Education (Hearing Impairment) Master of Sign Language (Linguistics) Graduate Certificate in Deaf Studies Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy September, 2014 Melbourne Graduate School of Education and School of Languages and Linguistics The University of Melbourne Parkville, Victoria, 3010 Abstract This study explores the impact of hearing parents’ bilingual English and Auslan (Australian Sign Language) input on the communication and language development of their young deaf children. The participants in this study were eight severe-to-profoundly deaf children and their hearing parents living in Victoria. The families were enrolled in a state-wide Victorian Department of Education and Training bimodal bilingual early childhood intervention program for deaf children and their families. Despite earlier diagnosis of infants’ deafness, access to early intervention programs and enhanced amplification technology, communication and language outcomes for children born with permanent deafness have been generally below those of hearing children. The communication needs of deaf children therefore continue to present significant challenges to parents and educators. Given the diverse language and learning needs of deaf children and the numerous factors contributing to their language outcomes, no single mode of communication has been found that suits all children. Amongst the various communication approaches adopted by early childhood intervention programs for deaf children is a bimodal bilingual approach, in which the children are exposed to spoken language and sign language. However, although the literature reports numerous studies that focus on language input and communication development for young deaf children, there are very few studies devoted to bimodal bilingual communication and first language acquisition. This study therefore aimed to measure the language outcomes of children exposed to English and Auslan early in their development and to determine the extent to which the parents’ interaction strategies promoted optimal language outcomes for their children. Due to the heterogeneity of the participants in this study, it was difficult to control the wide range of variables known to impact on the language development of young deaf children. Therefore, a single case design was chosen as the methodology for this study which incorporated detailed descriptions about each case and allowed each of the eight ii cases (i.e. parent or child) to act as their own control. Three research questions were explored in the study and were designed to elicit a deeper understanding of the factors contributing to the children’s language outcomes. The research questions related to three main areas: parental language input, the parental sensitivity to their children’s communication needs and the children’s language outcomes. Using both quantitative and qualitative methods, data were collected from bi-monthly assessments over 20 months, allowing for ten progression points to be analysed. Particular attention was given to measuring the Auslan proficiency of the parents, type of language input, the children’s emerging language skills and modality preferences and the factors influencing these preferences. Several assessment tools were devised specifically for this study and are described in detail in the Method Chapter of this thesis. The findings of the study reveal that the children’s language outcomes were strongly predicted by parent sensitivity and that the children with the strongest language skills changed their modality preferences over the duration of the study. These findings contribute valuable insight into the nature of effective parent-child interactions using a bilingual approach and identify the communication strategies that promote positive language outcomes for young deaf children. iii Declaration This is to certify that: (i) the thesis comprises only my original work towards the PhD except where indicated in the Preface, (ii) due acknowledgement has been made in the text to all other material used, (iii) the thesis is fewer than 100 000 words in length, exclusive of tables, maps, bibliographies and appendices .……………………………………………………………… Elizabeth M. Levesque iv Acknowledgements This research study has provided an invaluable opportunity for me to share the experiences of eight inspiring families who are facing the challenges of raising a deaf child. They participated in this study in the hope that they would learn more about the communication and language needs of their children, but also wanted other parents with deaf children to benefit from the findings of the study. I wholeheartedly thank these families for reinforcing the value of family-centred early intervention and the importance of developing strong parent-professional partnerships to bring about optimal outcomes for deaf children. I could not have completed this research without their readiness to welcome me into their homes and their eagerness to participate in the many assessments and discussions conducted over the 20 months of data collection. There is no doubt that it is a privilege to be able to conduct research on young children’s language development within the context of their own family and community environments. The pleasure of being well acquainted with the children’s family pets, favourite toys and daily routines far outweighed the more formal aspect of assessment and data collection. However, this study would not have been possible without the support and encouragement of my principal supervisor, Associate Professor P. Margaret Brown from the Melbourne Graduate School of Education, my co-supervisor, Professor Gillian Wigglesworth from the Department of Linguistics and Applied Linguistics and my Advisory Committee chairperson, Professor Field Rickards, Dean of the Melbourne Graduate School of Education. I have been most fortunate to have shared my PhD journey with such eminent academics who are so highly regarded in their specific fields of teaching and research. With the benefit of hindsight, I am now able to fully appreciate why Margaret and Jill needed to focus their critical, analytical editing skills on every word I wrote to ensure that my thesis reached the high standard they expected of me. I thank them both v for not wavering in their belief that I could reach these dizzy heights and I have no doubt that their dedication has resulted in attaining my goal of completing my PhD. With the vast amount of data collected for the eight in-depth case studies, it was no mean feat to get to the ‘pointy end’ of the study and produce a coherent, well-constructed thesis that will contribute to the field of deaf education for many years to come. My thanks also are also extended to the Victorian Department of Education and Training for their support and encouragement and for providing me with the opportunity to pursue my dream of completing this study in a field of education I know so well. My gratitude also goes to friends and colleagues in the field of deaf education and allied fields who showed so much interest in my study and provided endless encouraging words and support over the years. Last, but by no means least, I thank my long-suffering husband and four wonderful sons, three cats and lovable dog who have been waiting for the day that I finally unshackle myself from my computer and resume my former busy role in family life. Without the comfort of family support and encouragement, the solitary task of writing a PhD thesis would not have been possible. vi Table of Contents Abstract……………………………………………………………………………….......................................... ii Declaration…………………………………………………………………………………………………………………. iv Acknowledgements…………………………………………………………………...................................... v Table of Contents…………………………………………………………………......................................... vii List of Tables………………………………………………………………...…….………………………………………. x List of Figures………………………………………………………………………………………………………………. x List of Appendices………………………………………………………………........................................... xii CHAPTER ONE: Rationale for the Study…………………………………………………………………….. 1 CHAPTER TWO: Childhood deafness and parental input 2.0 Introduction………………………………………………………………………………………………………… 6 2.1 Terminology………………………………………………………………………………………………………… 6 2.1.1 Bimodal bilingualism…………………………………………………………………………………………. 6 2.1.2 Deafness………………………………………………………………………………………………………….. 8 2.1.3 Language…………………………………………………………………………………………………………. 8 2.2 Communication and language challenges faced by deaf children………………………… 9 2.3 Early diagnosis of deafness…………………………………………………………………………………. 11 2.4 Early intervention and family support…………………………………………………………………. 15 2.5 Acquiring a first language…………………………………………………………………………………… 20 2.5.1 Spoken and sign language acquisition: similarities and differences………………….. 22 2.5.2 Developmental milestones in spoken and sign languages……………………………….. 24 2.5.3 First words and signs………………………………………………………………………………………. 28 2.5.4 Acquiring grammar…………………………………………………………………………………………. 29 2.6 Parental influences on children’s language development…………………………………… 33 2.6.1 Parental responsiveness to children’s communication…………………………………….. 35 2.6.2 Parental interactions with deaf children………………………………………………………….. 39 2.7 Child-directed speech and child-directed sign…………………………………………………….
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