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Introduction Language Acquisition is defined as the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate (Lemetyinen, 2012). In the United States two out of every 1,000 babies are born Deaf or Hard of Hearing (CDC, 2003). Since Deaf and Hard of Hearing babies do not have access to a spoken language at birth, choosing a language option becomes a crucial decision in a short period of time. All babies and children need access to a language in order for language acquisition to occur. This type of language acquisition can vary depending on which option of communication is chosen. Today, there is a variety of choices parents, doctors, pathologists, and families can turn to, in order to ensure their child has access to communication and language. Some of these options include: spoken languages, signed languages, signed systems like sim-coming and Manually Coded english (MCE). There are also options to receive assistive devices to enhance hearing like hearing aids, Cochlear Implants (CIs), and microphone technologies that can assist Deaf and Hard of Hearing children and their access to language and the process of acquisition. A14costa (talk) 15:48, 17 March 2018 (UTC)


Relationship between Language Acquisition and Cognitive Development

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Early exposure to language facilitates language acquisition, regardless of whether or not that exposure is native or non-native, as well as many other domains of development, such as cognitive development, including executive functioning skills. Executive functioning skills are extremely important, as these are the skills that guide learning and behavior[1]. These skills include self-regulation, inhibition, emotional control, working memory, and planning and organization, which contribute to overall social, emotional and academic development for children. Early access to a language, such as sign language, from birth supports the development of these cognitive skills and abilities in Deaf and hard of hearing children, and supports their development in this area[2].

However, late exposure to language and delayed language acquisition can inhibit or delay the cognitive development of Deaf and hard of hearing children, and impact these skills. This late exposure to language, or lack thereof, can be defined as language deprivation. This experience is the result of a lack of exposure to natural human language, whether that be spoken or signed language, during the critical language period[1]. Approximately 90% of Deaf children are born to hearing parents, and 95% of those Deaf children experience language deprivation to some degree[1]. Language Deprivation has been found to impair Deaf children’s cognitive development, specifically their executive functioning skills, and working memory, causing deficits in critical executive functioning skills and overall cognitive development[3]. It is not deafness that causes these deficits, but late language acquisition that influences the cognitive development and abilities of Deaf individuals[3]<nowiki>. With access to a language from birth, though, children can develop a strong first language, which supports cognitive functioning and overall development. Easmith5 (talk) 22:00, 6 May 2018 (UTC)

Relationship between Language Acquisition and Social/Emotional Development

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Having an acquired language means an individual has had full access to at least one spoken or signed language.Typically, if a person has had this full access to language and has been able to acquire it, then being able to enter into a realm of social and emotional becomes plausible. Being able to communicate using a full language both in and out of the home becomes critical for those still developing their social skills (Calderon et. Al, 2000[4]). There is also evidence to suggest that language acquistion can play a critical role in developing Theory of Mind, or developing the understanding of false beliefs in language (Schick,et. Al, 2005[5]). For children who have been deprived of this access or have not yet fully acquired a language, social development can be hindered, which in turn can affect one’s emotional development as well.

The lack of socialization can significantly impact a child’s emotional well-being. A child’s first experience with social communication typically begins at home, but Deaf and Hard of Hearing children in particular who are born to hearing parents tend to struggle with this interaction, due to the fact that they are a “minority in their own family,” (Greenberg, et. Al, 1993[6]). Parents who have a Deaf child typically do not know a signed language, the logistical problem can become how to give that child a full language. Because Deaf and Hard of Hearing children are not developing their social skills at home, by the time they enter school, they can be behind in this development. All of this can lead to struggles with proper emotional development. It can be hard on a child who was not given a language early to try and express their emotions appropriately. The problem is not with the Deaf child, but instead, not giving a Deaf or Hard of Hearing child the necessary language access from birth that other children receive (Greenberg et. Al, 1993[7]). There are theories to suggest that language acquisition is a predictor of how a child can develop Theory of Mind and without a full language, this skill becomes null. Theory of Mind can be an indicator of social and cognitive development. Without language acquisition, Deaf children can become behind in Theory of Mind and the skills that coincide, which can lead to further social and emotional delays (Schick,et. Al, 2005[8]). All children need to acquire a language early which in turn, allows social and emotional skills to develop. Without this, Deaf children in particular, can fall behind in these skills. A14costa (talk) 18:33, 6 May 2018 (UTC)

Second language acquisition is also highly affected by early language exposure[9]. More exposure in an accessible language leads to better performance in the second language upon entering school[9]. Providing Deaf and Hard of Hearing children with the most language exposure possible from birth promotes both first and second language acquisition. This means giving students the opportunity to develop language at home and in social environments early on supports the child's language acquisition in American Sign Language as well as printed English[4]. There is extensive research regarding the correlation between higher proficiency in ASL and higher proficiency in English literacy skills[10]. Deaf students with higher assessment scores in American Sign Language proficiency statistically tend to have higher English reading and writing scores[10]. This is due to students having a strong language foundation, to then support second language acquisition. There is also research to support that the development of a second language also improves proficiency in the student's first language[9]. Jaxanderson (talk) 16:32, 7 May 2018 (UTC)

Relationship between Language Acquisition and Academic Development

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Language acquisition for Deaf and Hard of Hearing children is crucial for their academic development. For Deaf and Hard of Hearing children, it is important that they have access to a visual language, (e.g., American Sign Language)[11]. According to Hrastinski & Wilbur (2016), American Sign Language proficiency is the single most contributing factor to Deaf student’s academic achievement, particularly in reading literacy and math[12]. Deaf and Hard of Hearing children who have higher levels of American Sign Language proficiency and those who have higher proficiency in a second language (e.g., English) are those who were exposed to American Sign Language during the critical period of language[12].

Before Deaf and Hard of Hearing children enter school, it is vital that they develop conversational fluency, also referred to as Basic Interpersonal Communication Skills (BICS)[13]. BICS is an essential first step in Deaf and Hard of Hearing children’s academic development. Once children enter school, they begin to develop their Cognitive Academic Language Proficiency skills (CALP); the use of language in a decontextualized academic situation[13]. Both language skills, BICS and CALP, typically occur sequentially. Children begin developing their social skills in the home, which then aids them to developing academic language once they enter school. However, as mentioned above, Deaf and Hard of Hearing children born to hearing parents struggle developing social skills because they are the “minority in their own family,[6]” in result, affecting their overall academic development. AmyTai (talk) 16:59, 7 May 2018 (UTC)

  1. ^ a b c Hall, Matthew L.; Eigsti, Inge-Marie; Bortfeld, Heather; Lillo-Martin, Diane (2016-09-13). "Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children". Journal of Deaf Studies and Deaf Education. 22 (1): 9–21. doi:10.1093/deafed/enw054. ISSN 1081-4159. PMC 5189172. PMID 27624307.
  2. ^ Mayberry, Rachel I.; Lock, Elizabeth (2003-12-01). "Age constraints on first versus second language acquisition: Evidence for linguistic plasticity and epigenesis". Brain and Language. 87 (3): 369–384. doi:10.1016/S0093-934X(03)00137-8. ISSN 0093-934X. PMID 14642540. S2CID 14879558.
  3. ^ a b Marshall, Chloë; Jones, Anna; Denmark, Tanya; Mason, Kathryn; Atkinson, Joanna; Botting, Nicola; Morgan, Gary (2015). "Deaf children's non-verbal working memory is impacted by their language experience". Frontiers in Psychology. 6: 527. doi:10.3389/fpsyg.2015.00527. ISSN 1664-1078. PMC 4419661. PMID 25999875.
  4. ^ a b Calderon, Rosemary (2000). "Parental Involvement in Deaf Children's Education Programs as a Predictor of Child's Language, Early Reading, and Social- Emotional Development" (Document). {{cite document}}: Cite document requires |publisher= (help)
  5. ^ Schick, Brenda; de Villiers, Peter; de Villiers, Jill; Hoffmeister, Robert (March 2007). "Language and Theory of Mind: A Study of Deaf Children". Child Development. 78 (2): 376–396. doi:10.1111/j.1467-8624.2007.01004.x. ISSN 0009-3920. PMID 17381779.
  6. ^ a b NEWSOM, CAROL; Newsom, Professor of Old Testament Carol A. (2003). Oxford Handbook of Deaf Studies, Language, and Education. Oxford University Press. ISBN 9780195149975.
  7. ^ NEWSOM, CAROL; Newsom, Professor of Old Testament Carol A. (2003). Oxford Handbook of Deaf Studies, Language, and Education. Oxford University Press. ISBN 9780195149975.
  8. ^ Schick, Brenda; de Villiers, Peter; de Villiers, Jill; Hoffmeister, Robert (March 2007). "Language and Theory of Mind: A Study of Deaf Children". Child Development. 78 (2): 376–396. doi:10.1111/j.1467-8624.2007.01004.x. ISSN 0009-3920. PMID 17381779.
  9. ^ a b c Kroll; et al. (2015). "Bilingualism, Mind, and Brain". Annual Review of Linguistics. 1: 377–394. doi:10.1146/annurev-linguist-030514-124937. PMC 5478196. PMID 28642932 – via Annual Reviews. {{cite journal}}: Explicit use of et al. in: |last= (help)
  10. ^ a b Cummins, Jim (2006). "The Relationship between American Sign Language Proficiency and English Academic Development: A Review of the Research". Research Gate.
  11. ^ "Benefits of Sign Language".
  12. ^ a b "Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program" (Document). {{cite document}}: Cite document requires |publisher= (help)
  13. ^ a b "BICS/CALP: Basic Interpersonal Communicative Skills vs. Cognitive Academic Language Proficiency".

2601:188:C400:64E0:103E:DACC:EC77:B66B (talk) 16:23, 7 May 2018 (UTC)Jaxanderson (talk) 16:31, 7 May 2018 (UTC)

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