©JDHK

GENERAL LANGUAGE
DEVELOPMENT
This section provides information about language
development that is true for all languages. Some
children who are deaf and hard of hearing have
English and/or American Sign Language as the
primary language of the home. Other children do
not. Parents can also find out about children's
bilingual language development and resources for
children who are deaf or hard of hearing with
additional needs.
Table of Contents

What is language? GL-3

Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency GL-4

Early communication GL-5

Cross-language skill development GL-6

Stages of language development GL-7

Access to language GL-8

Encouraging your child’s language development GL-9

Children learn through play GL-10

Stages of play GL-11

Language and literacy connection GL-12

Narrative development GL-13

Language delay, language disorder, and language difference GL-14

Multilingual/bilingual language development GL-15

Internationally adopted children GL-18

Language evaluations for multilingual children GL-19

Deaf children with additional needs GL-20

Appropriate evaluations for deaf children with additional needs GL-21

GL-2
 What is Language?
Language consists of output and input. It gives people the ability to communicate and understand people who sign/speak the
same language. While speech is the movement needed to express, language is the words we use and how we use them to share
ideas and get what we want. https://www.asha.org/public/speech/development/language_speech/

American Sign Language Spoken Language Written Language

View ing Signing Listening Speaking Reading Writing
Phonology: Recognizes Produces Can Able to say all U nderstands Can spell
Sounds that make up a handshapes, correct ASL discriminate the speech words consist words well
word or forms of signs movement, palm parameters and identify sounds of letters
orientation, phonemes
location, non-
manual markers
(ASL parameters)
Morphology: Can understand Signs concepts Can identify Says all the parts U nderstands U ses words
The smallest units of signs (bound and correctly in a grammar of a word (e.g., words when when writing
meanings that are formed free) context markers (e.g., Billy’s, kicked) reading
to make signs/words plural –s)
Syntax (Grammar): U nderstands parts Signs using ASL Identifies part U ses correct U nderstands U ses correct
How signs/words are of a signed grammar of a sentence grammar when parts of a grammar in
combined to create sentence when listening talking printed writing
phrases and sentences sentence
Semantics (Vocabulary): R eceptive sign Expressed Listening Speaking R eading Writing
The meaning of words and vocabulary signed vocabulary vocabulary vocabulary vocabulary
combination of words in a vocabulary
language
Pragmatics: U nderstand Participates in U nderstands Participates in U nderstands Conveys
The rules of language for signed signed spoken spoken points of view points of view
conversation and social conversations conversations conversations conversations in reading through
situations writing

https://www.asha.org/Practice-Portal/Clinical-Topics /Spoken-Language-Disorders/Language-In--Brie f/
Laurent Clerc National Deaf Education Center. (2020). K-12 ASL Content Standards. www.gallaudet.edu/k-12-asl-content-standards /standards.
https://handsandvoices.org/fl3/resources/toolbox.html
Thompson, G., Bowcher, W., Fontaine, L., & Schönthal, D. (Eds.). (2019). The Cambridge Handbook of Systemic Functional Linguistics (Cambridge
Handbooks in Language and Linguistics). Cambridge: Cambridge University Press.
Valli, C. (2011). Linguistics of American Sign Language : an introduction. Gallaudet University Press.
GL-3
There are two types of language, Basic Interpersonal Communication Skills (BICS)
and Cognitive Academic Language Proficiency (CALP). To function in the world,
your child needs to master both types of language.

Basic Interpersonal Communication Cognitive Academic Language

Skills (BICS) are used every day. These Proficiency (CALP) includes skills
skills do not require much thinking. This may needed in school. These skills require a
include chatting about the weather, sharing child to use language for thinking. CALP is
what happened yesterday, or completing more than vocabulary. Children must be
routine tasks (e.g., go get your shoes). It able to reason, problem-solve, and infer.
includes pronunciation and grammar within a This type of language requires thinking. It
language. Children with strong social skills is important for literacy development.
may still have trouble with language.

Aukerman, Maren. 2007. A culpable CALP: rethinking the conversational/academic language proficiency distinction in early literacy
instruction. The Reading Teacher, 60 (7), 626- 635. ©JDHK
Cummins , J. (2003). BICS and CALP. In J. Cummins Bilingual Education Web, htttp://www.iteachilearn.com/cummins/bicscalp.html:
University of Toronto.
Cummins , Jim. (2007). Literacy, technology, and diversity: teaching for success in changing times . Boston: Pearson
Dancygier, B. (Ed.). (2017). The Cambridge Handbook of Cognitive Linguistics (Cambridge Handbooks in Language and Linguistics).
Cambridge: Cambridge University Press.
Mesthrie, R. (Ed.). (2011). The Cambridge Handbook of Sociolinguistics (Cambridge Handbooks in Language and Linguistics).
Cambridge: Cambridge University Press.
Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook
of literacy (pp. 112–133). Cambridge: Cambridge University Press.
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 Communication happens when you exchange information.
You may learn something you did not know the other person was thinking.
Initially, young children use As children grow, they use combined Later, children will be able to use
communication to communication and language to combined signs/words to
Refuse or reject Request attention Direct your attention
Request more action Show affection Use polite social forms
Request new action Request absent objects Answer yes/no questions
Request more objects Greet people Ask questions
Make choices Offer or share toys or thoughts Name things/people
Request new objects Make comments
And so much more!
0-3 months:
Children use
body and face
movements and
sounds.

6-12 months: Children use body

movement, vocalizations,
expressions, and simple gestures
(e.g., tugging on people).
12- 18 months:
Children become
intentional with
communication. They
may point, nod or
shake their head,
wave, or look at a
desired object. 12-24 months: Children begin to
understand the purpose of
24 months: communication. They may use
Children should be pictures, objects, gestures, sounds
combining 2-3 (e.g., using animal noise to request a
signs/words using toy), or single signs/words.
the grammar they ©JDHK GL-5
hear or see at home.
 While culture can influence language skills, some
abilities develop at the same age for all children.

24 months 2-3 years

250-500 words
Begins to tell a story
0-1 month
Crying and
36 months
vegetative 18 months Roughly 1000
sounds 20-50 word words
vocabulary;
Pretend play ©JDHK
3-4 y ears
2-3 months Stories
Eye gaze ©JDHK follow
sequence
and theme
1-6 months
4-5 y ears
Coos and laughs
U nderstands
15 months the basic
rules of
6-9 months 4-6 word
grammar
Joint attention; vocabulary
©JDHK Babbling

5-6 y ears
Adult-like 5-7 years
grammar Stories follow a
©JDHK
logical order with a
9-12 months
U ses gestures ©JDHK 5-6 years problem and solution
12-15 months Able to use give-
Follows simple ©JDHK
and-take when
12 months commands
signing/talking 6-8 y ears
First words Begins to think
about language
GL-6 and how to use it
Your child progresses through skills in an order that provides the needed groundwork for language growth.

©JDHK
• Friederici, A. D., & Thierry, G. (eds.). (2008) Early Language Development: Bridging Brain and Behaviour: Vol. 5. Trends in Language Acquisition
Research. Amsterdam: John Benjamins.
• Schw ieter, J., & Benati, A. (Eds.). (2019). The Cambridge Handbook of Language Learning (Cambridge Handbooks in Language and Linguistics).
Cambridge: Cambridge University Press.
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 Access to Language
Children who are deaf and hard of hearing need access to language. Access
allows learning the same information as hearing people at the same time.

Some children who are deaf and hard of hearing access

language through hearing technology (e.g., hearing aids,
Language is both directly taught and learned cochlear implants, etc.) Some children access language
through example (incidental). Most language through their eyes using American Sign Language. Some
(80-90%) is not directly taught. Be aware of children may use both. Some children may need more
your child’s access to indirect language that help accessing language through pictures.
they may overhear/oversee.
Lipreading is using vision to watch mouth
Tips to improve incidental language: movements. Lipreading may be a tool to give
Say/sign what you are thinking children who are deaf and hard of hearing help
Give your child chores and work together. Talk with understanding speech. Most speech is not
about what you are doing (e.g., planting flowers, able to be seen through watching the mouth.
weeding, sweeping). Lipreading does not give full access to language
Cook together and help your child follow a alone.
recipe. Taste and explore the ingredients.
Go places that will show your child new ideas.
Talk about what you see, smell, feel, etc. (e.g.,
local park, woods, nearby museum, etc.).
Talk with your doctor about having your child’s
vision tested.
Read books about different places in the world.
Talk about how the people dress or eat
differently.
For more tips:
https://tmwcenter.uc hicago.edu/parents/
https://www.asha.org/public/speech/develop
ment/activities-to-Encourage-speech-and-
Language-Development/ ©JDHK
https://www3.gallaudet.edu/clerc-center/info-
to-go/family-resources.html
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The first step in your child’s language journey is learning basic communication
skills. Your child learns these skills in the first year of life. Children that do not
develop these skills may not understand why they should sign and/or talk. They
may have a hard time using signs/words and sentences to communicate.
These early language or prelinguistic Your child will begin to show early language skills
skills are: through actions:
Joint attention Wave
Turn-taking Smile
Requesting continuation of action Coo/goo
Requesting assistance Cry
Responding to greetings Push away a toy/person/food
Following directions Look at something they may want
Answering yes/no questions
Protesting These are still ways your child is communicating.
©JDHK

Encouraging Your Child’s Early Language Development

The best way to encourage your child’s language growth is to sign/talk about things your child likes. You should
follow your child’s lead.
Ensure your child has access to the language(s) you are using.
Take turns communicating with your child.
Give your child your full visual attention. Move to eye level.
Repeat and build on what your child says/signs.
Sign/talk out loud about what you see, hear, smell, and feel using a variety of words.
Sign/talk about things in the past and in the future (e.g., your plans for tomorrow or what you did yesterday.
Reading with your child every day is the best way to develop a positive bond. It can increase your child’s
attention. You can expose your child to more vocabulary and develop literacy.
Fernald, A. Zangl, R., Portillo, A. L., & Marchman, V. A. (2008). Looking w hile listening: Using eye movements to monitor spoken language comprehension
by infants and young children. In I. Sekerina, E. Fernándea & H. Clahsen, (Eds.), Developmental Psycholinguistics: Online Methods in Children’s Language
Processing. (pp. 97-135). Amsterdam: Benjamins.
Iverson, J. M. & Goldin-Meadow, S. (2005). Gesture paves the w ay for language development. Psychological Science, 16, 368-371.
Tomasello, M., Carpenter, M., & Liszkow ski, U. (2007). A new look at infant pointing. Child Development, 78, 705-722.
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Children Learn Through Play
Play is an important part of language development. All children play following
similar stages. Children of all ages need time to learn language through play.
https://cid.edu/2018/07/09/not-just-childs-play-the-relationship-between-play-and-
language/

Play helps your child:

Learn how to learn Play is the primary way your c hild
Gain world knowledge develops theory of mind skills. Theory
Boost problem-solving of mind is when your child starts to
Improve focus think about thinking. Your child learns
that others think differently and have
Learn to handle frustration different emotions. Your child learns
©JDHK
Nurture self-reliance to predict what others might do, say,
Improve self-esteem or feel.
Have healthy brain growth
Become creative and curious
Grow language
Learn proper social skills Outside play is important. Your child
develops gross motor and balance
skills while walking, running, and
jumping in the grass, sand, and dirt.
Your child sees, smells, and touches
different things that help promote
good sensory processing skills. If
your child has good motor and
sensory skills, the brain can focus
on learning language instead of
trying to keep the body safe and
balanced.

Smith, P., & R oopnarine, J. (Eds.). (2018). The Cambridge Handbook of

Play: Developmental and Disciplinary Perspectives (Cambridge Handbooks
in Psychology). Dancygier, B. (Ed.). (2017).
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 Stages of Play
13-17 months: Children will enjoy
8-12 months: Children placing objects in a container and 17-19 months: Children will
will pick up toys and dumping them out. They will explore begin to pretend such as
explore its parts. They toys to see how they work through pretending to sleep or drink
will place toys in their trying different ways to play with it. ©JDHK from an empty cup.
mouth and touch an adult
to continue an activity.

2 years old: Children will begin to 2 ½ years old: Children will

19-22 months: Children will pretend to complete tasks that use stuffed animals or dolls
use a doll or stuffed animal to they have seen at home using and sign/talk to them.
complete a short sequence of props such as putting the lid on a They will role-play familiar
play such as rocking the doll pan, placing the pan on a stove, activities with others (e.g.,
and putting it to bed. and setting the table. cashier/shopping).

©JDHK

3 years: Children will play 3 ½ years: Children’s play with othe r 3 ½-4 years: Children will use dolls and
using a sequence that children becomes interactive. They puppets to act out sc ripts with many
changes (e.g., mixing the may assign roles to other children to different roles.
batter, baking a cake, and role-play unfamiliar situations (e.g.,
celebrating a birthday). going on an airplane). Children will
When playing with peers, also have any dolls used for props
they will play beside take turns and sign/talk as part of
them, but not act as a the play.
team for a common goal. ©JDHK 5 years old: Children’s play is highly
imaginative. They will work with othe r
children to c reate a (e.g., traveling to
another planet). Children will work with
©JDHK their friends to use available items as
Westby, C.E. (2000). A scale for assessing development of props (e.g., box for a spaceship).
children’s play. In K Gitlin-Weiner, A. Sandgrund , & C. Schaefer
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(Eds.), Play diagnosis and assessment. New York: Wiley.
Language and Literacy Connection
Reading is important for school success. Your child’s overall language
development is important to learn to read, particularly Cognitive
Academic Language Proficiency (CALP). The first few years in school are
learning to read. After 3rd grade, a child needs to be able to read. Your
child needs to use reading to learn. A child who avoids or does not want
©JDHK
to practice reading may struggle with language.

Tips to encourage reading:

0-3 years: Preschool years: Elementary years:
Read to your child for at least Tell your child how much you Take turns reading a book.
15 minutes every day. love to read with them. Connect what you read to
Hold your child when you read Have many books at home. something that happened in
your books. Visit your library often. your child’s life.
Read with a fun voice or Let your child choose the book. Turn off screens after
animated signs. Do things that make books supper; offer reading as a
Talk about the pictures in the special (e.g., your child uses fun option over going to
books. own library card to check out bed early.
Stop if your child has trouble books, books are gifts). Turn on closed captions on
paying attention. Every time Read a story again and again. your TV and leave them on
you read with your child try to Let your child tell you the story. when your family is watching
read for a minute or two Ask your child open-ended TV.
longer. questions (e.g., What do you Read different kinds of
Show your child words as you think will happen next?). books (e.g., fact, make-
read. believe, manga, comic).
https://blog.allaboutlearningpress.com/motiv ating-kids-to -read Follow your child’s interests.
https://www.asha.org/public/speech/emergent-literacy /
https://www.asha.org/uploadedFiles/Build-Your-Childs-Skills-Kindergarten-to-Second-Grade.pdf
https://www.asha.org/uploadedFiles/Getting-Your-Child-Ready -Reading-and-Writing.pdf
http://www.handsandv oices.org/fl3/topics/lang-lit-soc-dev elopment/lit-resources.html
https://www.oxfordlearning.com/encourage-good-reading-habits/
https://www.readingrockets.org/article/tips-encouraging-kids-read
https://www.understood.org/en/school-learning/learning-at-ho me/encouraging-reading-writing/
https://www3.gallaudet.edu/clerc-center/info-to-go/literacy/strategies-to-support-literacy.html
https://www3.gallaudet.edu/clerc-center/info-to-go/literacy/literacy-it-all-connects/reading-to-students.html

Olson, D., & Torrance, N. (Eds.). (2009). The Cambridge Handbook of Literacy (Cambridge Handbooks in
Psychology). Cambridge: Cambridge University Press. GL-12
Because narrative development, or how children tell stories, is similar for
all languages, it is helpful to understand the sequence of these stages.

While in preschool,
In preschool, ©JDHK
children’s stories begin
children will begin ©JDHK As children experience to show actions that
©JDHK
to tell stories that preschool, their stories cause changes in the
describe will change to focusing story. They will connect
©JDHK

characters’ looks on a character or the story using

or personalities. theme and what In early elementary
signs/words: so, but, or.
They will describe happens in the story. ©J D H K
children’s stories will add
where the story They may show time by purpose for actions to
occurs. They will using signs/words: the plot. The story will
connect the story then, first, next, when, include cause and effect
using the after that. and character emotions.
signs/words: and, They will connect the
and then. In middle school, children’s stories story using the
may have multiple plots occurring at words/signs: because, if.
©JDHK
the same time. The story will have
In late elementary years, stories will In high school, stories will
obstacles to a goal. The characters
include events that are in order to meet be elaborate. There may be
©J D H K
may exhibit trickery or show change
a goal. The characters will show
©JDHK

as the story progresses. They will two characters with

planning, thinking, attempting a task, separate goals. The actions
use figurative language in the story.
and understanding of other character’s of the characters influence
They will connect the story parts by
viewpoints. There will be a problem the behaviors of the other
using signs/words: however,
and a solution in the story. They tie the character. Things that
although, like, similarly.
story parts together using the happen in the story can
signs/words: as a result, because, start another event.
therefore.

Fernández, C. (2013). Mindful storytellers: Emerging pragmatics and theory of mind development. First Language, 33, 20–46.
Friend, M., & Bates, R. P. (2014). The union of narrative and executive function: Different but complementary. Frontiers in Psychology, 5, 469.
Hutson-Nechkash, P. (2001). Narrative Toolbox: Blueprints for Storybuilding. Thinking Pubns.
Khan, K. S., Gugiu, M. R., Justice, L. M., Bowles, R. P., Skibbe, L. E., & Piasta, S. B. (2016). Age-Related Progressions in Story Structure in Young
Children’s Narratives. Journal of Speech, Language, and Hearing Research, 59(6), 1395–1408.
Melzi G., Caspe M. (2017) Research Approaches to Narrative, Literacy, and Education. In: King K., Lai YJ., May S. (eds) Research Methods in
Language and Education. Encyclopedia of Language and Education (3rd ed.). Springer, Cham
Nippold, M. A. (2016). Later language development : school-age children, adolescents, and young adults. Austin, Texas Pro-Ed.
Stadler, Marie & Ward, Gay. (2005). Supporting the Narrative Development of Young Children. Early Childhood Education Journal. 33. 73-80..
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Any child from any culture can have language struggles for unknown reasons. Children who are
deaf and hard of hearing have the added need for full access to information. Children that do
not have consistent access to language are at risk of having poor language skills.
Language Delay Language Disorder Language Difference
Developing language is noted but is not Periods of time noted where language Has age-level language that follows the
within age levels. stays at one level. rules of their language community.
Likely do not have additional needs. Often have additional needs that impact Typically developing with no additional
learning. needs.
Play skills are likely developing typically. Play skills are likely delayed or atypical Play skills are typical.

May learn skills in a different May learn skills in a different Learns skills seen in all languages typically.
developmental order. developmental order. May not follow the rules of General
American English (GAE).
May learn language at a slower rate. Will learn language at a slower rate. Will learn language at a typical or fast rate.
Progress is hard to measure using formal
tests.
May be caused by lack of access to Access to language may impact language Access to language will impact learning in
language. learning but is not the main reason for the any language or dialect.
language disorder.
Should show steady progress with May not show steady growth even with Will show typical language growth for the
language skills if given support. support. May demonstrate the same skills language or dialect of the home.
for a long time and then gain many skills
at once.
Supports will need to focus on accelerated Needs a different approach to language These children do not need any support for
language development. therapy. Will need lots of repetition and language as they are developing as they
time to think. Benefits from multi-modal should.
teaching approaches. Additional supports
like pictures are helpful.
With support, will likely achieve age- With support, will show progress with These children show good language
appropriate skills. language but may never reach the development when they use grammar and
language levels of same-age peers. vocabulary from their language
community.
Bishop, D.V. M. (2006) What c auses specific language impairment in c hildren? Current Direc tions in Psy chological Science. 15(5), 217-221.
Cummings, L. (Ed.). (2013). The Cambridge Handbook of Communication Disorders (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge Univ ersity Press.
Paul, Rhea. (2012). Language disorders from infancy through adolescence : listening, speaking, reading, writing, and communic ating. St. Louis, Mo. :Elsevier,
Weismer, S.E. (2006). Ty pical talkers, late talkers, and c hildren with specific language impairment: A language endowment spectrum. In R. Paul (Ed.) Language Disorders From a
Developmental Perspective (pp. 83-102). Hillsdale, NJ: Lawrence Erlbaum Assoc iates.
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Multilingual/ Bilingual Language Development
Children w ho are multilingual can comprehend and/or produce tw o or more languages. These languages
can be spoken, signed, and/or w ritten. A multilingual child has at least basic use of the languages. A child
can learn languages at any age to be multilingual. Your child’s amount of time exposed to another language
impacts their level of fluency.

All children acquire language in the same way. Children develop language no matter what language they
use. Your child can learn many languages and not show delays. Your child can learn languages that use
different ways to express thought (e.g., speech, sign, pictures, etc.). It is important to remember that:

Your child does not use language like adults. Learning a language is a slow process. Your child
will make mistakes when learning any language and that is perfectly typical development.

Children will learn to sign/speak the dialect and language used around them. If your c hild has
access to language, they will usually begin by signing/speaking like you. Once your c hild starts
to socialize with other c hildren they start to sign/speak like friends their age. Your child
acquiring the dialect of your community is part of typical development.

A child is a simultaneous bilingual when

Dialects refer to rule- they have been exposed to two languages at
based versions of a the same time. This c hild may understand two
language that are different languages and express them in one or both.
from the formal language
taught in school. For
Indiana, General American
English (GAE) is taught in A child who is a sequential bilingual
language arts. GAE should learns a second language later. The child
not be preferred over other ©J D H K
begins to learn the second language before
languages or dialects. mastering the first language.

Grosjean, F. (2015). The Complementarity Principle and its impact on processing, acquisition, and dominance. In C. Silva-
Corvalán & J. Treffers-Daller (Eds.), Language Dominance in Bilinguals: Issues of Measurement and Operationalization (pp. 66-
84). Cambridge: Cambridge University Press.
International Expert Panel on Multilingual Children’s Speech (2012). p. 1, adapted from Grech & McLeod, 2012, p. 121.
Kroll, J., & de Groot, A. M. B. (Eds.). (2005). Handbook of Bilingualis m: Psycholinguistic Approaches. Oxford: Oxford Univers ity
Press
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 Learning many languages can support your child's language
Code-switching is normal and grow th. Your child will have better thinking and problem-solving
expected with bilingual people. Bilingual skills. They can bond to family and community members.
children will use code-switching to vary
their language. Children may speak
Simultaneous bilingual children use similar language
Spanish with grandma, mix Spanish and patterns. These patterns are normal and are not signs of
English with parents, and speak only delay.
English with friends at school. Children They will have a high percentage of mixed utterances.
may also code-switch to: They will be slow to separate the languages. These
Use a word/phrase that is not used in
children will need time to realize they know two
the other language languages.
Fill in a word from another language One language may affect the other.
when the vocabulary word is They will avoid hard words and sentences for the weaker
unknown language.
Quote
Highlight group identity
Keep information private
Exclude someone from the discussion
Change speaker role Remember:
Add authority A bilingual child is not two monolingual children
Show expertise stuck together.
Code-switching in very young bilingual children may Your child can learn many languages and not be
appear as language mixing. It is typical to hear your delayed or confused. Your child who is deaf or hard
presc hooler say, “Then we went to abuelita’s para la of hearing will need access to both languages to
fiesta.” Children who are bilingual in two different learn them.
modalities (speaking and sign) also code-switch. Your Even if your child is not fluent in both languages,
presc hooler could come home from school and say, they are still bilingual.
“Today we learned about” SCOTLAND. You should not Children with additional needs can learn multiple
be concerned with language mixing. Your child is languages.
showing the growth of more brain connections.

Bullock, B., & Toribio, A. (Eds.). (2009). The Cambridge Handbook of Linguistic Code-switching (Cambridge Handbooks in Language and
Linguistics). Cambridge: Cambridge University Press.
Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders : a handbook on bilingualis m and second language
learning, second edition. Paul H. Brookes Pub. Co.
Peña, E. D., Gillam, R. B., Bedore, L. M., & Bohman, T. M. (2011). Risk for Poor Performance on a Language Screening Measure for Bilingual
Preschoolers and Kindergarteners. Americ an Journal of Speech-Language Pathology, 20(4), 302–314.
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 You should use your most comfortable language making sure your child can access it.
Children acquire a lot of world knowledge at home.
Children with strong home language skills will likely acquire more knowledge.
Good language skills support your child's reading comprehension.
Children with limited receptive and expressive skills in the home language may
miss out. They will not have the world knowledge needed for reading.
Children with good home language skills can understand their family’s culture.

Encouraging y our multilingual child’s

language development:
Children who are deaf or hard of hearing need access
to language they will overhear/oversee. If your c hild is If your child has access, use your native
using visual language, be sure you are sharing your language to communicate w ith your child.
thoughts in a way they can learn. Children using visual Play in your native language; be sure to
supports or augmentative/alternative communication include dancing, dress-up, games, and
also need you to be sure you help them learn language. other creative ideas important to your
culture.
Read and tell stories in your native
language.
Look for local programs that support your
child’s use of language in their home
language or organize play groups.
At home, engage in everyday activities
©JDHK such as cooking together. M ake dishes
that celebrate your heritage.

©JDHK

https://www.asha.org/Advocacy/federal/idea/IDEA-Part-B-Issue-Brief-Culturally-and-Linguistically-Diverse-Students/
https://bilinguistics.com
www.leadersproject.org/
De Houwer, A., & Ortega, L. (Eds.). (2018). The Cambridge Handbook of Bilingualism (Cambridge Handbooks in Language and
Linguistics). Cambridge: Cambridge U niversity Press.
Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders : a handbook on bilingualism and
second language learning, second edition. Paul H. Brookes Pub. Co. GL-17
 Internationally Adopted Children
Children adopted from another country are sometimes referred to as second first-
language learners. They are no longer exposed to their native language. They are learning
the language of their adopted parents.
Children are remarkably resilient, therefore international
Internationally adopted children are more at
adoption itself is not a risk factor for poor language,
risk for language disorders because of the
academic, or socioemotional development
abrupt change in language. Many of these
children were raised in orphanages with
reduced interaction and language exposure,
which inc reases the possibility they may have
missed the critical language learning years. Tips for Parents:
Work with an audiologist to
understand your child’s hearing
and access to language.
However, w hen compared with children who have not Read and talk with your child in
been adopted internationally, there are more language your home language if they have
struggles with internationally adopted children. access.
Therefore their language development should be closely
Check to see if there are social
monitored.
groups that use your child’s birth
Older adopted children are at greater risk of delayed language in your area.
language. Other risks for delayed language can be: Be patient.
Children who had long stays in orphanages. Read to your child every day, even
Children that lived in poor conditions. w ith older children.
Children that had limited human social interaction. Use pictures and gestures to help
Children with physical or mental health concerns
communicate at first.
before adoption.
Find times your child can play with
peers from your area or their
©JDHK
school.

http://adoptmed.org/topics/language-development-in-internationally-adopted-children.html
https://www.colorincolorado.org/article/top-ten-tips-parents-speech-and-language-acquisition-internationally-adopted-children
Glennen, S. & Masters, M. G. (2002). Typical and atypical language development in infants and toddlers adopted from Eastern Europe.
American Journal of Speech Language Pathology, Vol 11 pp 417-433. http://ajslp.asha.org/cgi/content/short/11/4/41).
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 If an internationally adopted child
Since each adopted child who is deaf or hard of who is deaf or hard of hearing had
hearing is unique, it is difficult to predict the access to language, has no
impact of the preexisting factors on their additional concerns, and was
language development. Their progress, speed of adopted very young, they should
development, and fluency is affected by: learn spoken English or ASL very
Access to language in the critical early quickly. There will likely be little
months/years. to no academic impact.
Level of interaction/socialization given in
infancy and early childhood.
Age of adoption.
Birth/health factors.
©JDHK

Language Evaluations for Multilingual Children ©J D H K

The best option for an evaluation of your bilingual child is working with a speech-language pathologist (SLP) fluent in
both of your c hild's languages. Indiana is the Crossroads of America. There are over 275 languages in use. More than
112,000 Indiana students speak a language other than English at home. The state has several English dialects. A SLP
fluent in several languages may not be available. Your second option is a bilingually-trained SLP when no one is fluent
in the child’s home language. This SLP is also a good choice if your child uses a different dialect. If your child only has a
monolingual SLP available, best practice is for this SLP to consult with a bilingually-trained SLP.
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935334&section=Key_Issues
https://www.doe.in.gov/sites/default/files/elme/chapter-1-an-introduction-to-english-learners.pdf

Any evaluation should follow the current Individuals with Disabilities Act (IDEA).
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935225&section=Key_Issues

https://www.colorincolorado.org/article/language-and-older-adopted-child-understanding-second-
language-learning
https://leader.pubs.asha.org/doi/10.1044/leader.FTR1.13172008.10
http://www.mnsha.org/pdfs/TWM-Chapter-8-Appendix.pdf
https://www.parents.com/parenting/adoption/international/language-acquisition-for-the-internationally-
adopted-child/
Clark, M. D., Baker, S., & Simms, L. (2019). A culture of assessment: A bioecological systems approach for
early and continuous assessment of deaf infants and children. Psychology in the Schools, 57(3), 443–458.
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 Deaf Children with Additional Needs
Many children who are deaf and hard of hearing have additional needs. These needs may affect
school performance. As a parent of a child with additional needs, you may be on a different
journey than expected but the view is no less rewarding.
Parents of children who are deaf with additional
needs may benefit from keeping in mind: Deaf with additiona l needs is a term that describes children who
Raising a deaf child with additional needs is a are deaf and hard of hearing that have further differences. The
journey. additional needs are not related to your child's hearing levels.
Your child is unique. Your family’s experience will These needs impact your c hild's development in one or more
be special. Your child will grow in their own way. areas. Some additional needs may include, but are not limited to:
Your child will learn, grow, and change. Syndromes
Your child can meet their optimum potential if Deafblind
you have a support team. The support team Autism
should have training specific to deaf children with Sensory processing
additional needs. Attention Deficit Hyperactivity Disorder
Seeking out support for your child and family Executive function
early can help meet overall goals. Medical needs
You may feel overwhelmed. You can use an Specific learning disability
advocate to help you understand the systems and Intellectual disability
supports available to you. Behavioral and/or emotional challenges
Your child will progress better when they are
understood and accepted.

Tips for developing language

Continue to expect your child’s language to grow.
Pay attention to your child’s learning style. Use their way of learning to teach language.
Give your child time to respond; be patient.
Allow your child to sign/talk/communicate.
Repeat concepts you teach over and over; review what your child learned often.
Sign/talk at a slow and steady pace. Pause often.
Use pictures, role-play, drawings, props, etc. to teach language.
Be open to other ways to communicate that may give your child a way to share their
thoughts.
Read to your child every day; use books that apply to your child’s experiences:
https://www.juliacookonline.com/ https://www.mother.ly/shop/the-best-books-for-
your-toddlers-big-emotions.
Teach social skills directly. GL-20
Appropriate Evaluations for Deaf Children with Additional Needs
You can feel free to discuss your concerns with your support
team. In order to create a plan of action, you and your support
staff should:
Consider possible risk factors.
Review all previous evaluation information.
If in school, review progress on goals.
Collect data on your child’s behavior and performance.
Consult with additional professionals as needed.
Some possible causes for concern: Some possible risk factors:
Language delays that are Prematurity
not narrowing with therapy. Low birth weight
Academic delays that are not Birth injury ©JDHK
responding to supports offered. Brain injury
Behavior differences. Sensory differences If you and your child’s support team
Attention struggles. Chronic illness decides further evaluation is
Sadness. Oxygen deprivation needed, take care to ensure:
Isolation from class and peers. Exposure to alcohol or drugs The evaluation is done by people
Clear changes from previous Malnutrition or neglect who have training specifically for
performance in language, Neurological diagnosis children who are deaf with
academic, and/or behavior. and/or syndromes additional needs.
Risk factors. Life change (move, family Linguistically and developmentally
death, etc.) appropriate evaluations are used.

CHARGE https://www.chargesyndrome.org/
Deaf with disabilities http://deafwdisabilities.grou.ps/home
Gallaudet U niversity https://www3.gallaudet.edu/clerc-center/info-to-go/deaf-students-with-disabilities.html
Raising and Educating Deaf Children With Multiple Challenges -
http://www.raisingandeducatingdeafchildren.org/2014/04/01/educating-deaf-children-with-multiple-challenges/
Success for Kids with Hearing loss https://successforkidswithhearingloss.com/for-professionals/hearing-loss-plus-
additional-disabilityies/
U nderstanding Dad http://understandingdad.net/research2
U nderstood https://www.understood.org/en
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