Where Does Speech Fit In? Spoken English in a Bilingual Context
Realistic Expectations
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Where Does Speech Fit In? Spoken English in a Bilingual Context Realistic Expectations
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About the Author Is He Still Talking? Factors Involved in Spoken English Development Sign vs. Speech Realistic Expectations Using Bilingual Strategies Conclusion References Sharing Ideas Home Page |
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Spoken English development for deaf and hard of hearing children can range from full use of complex structures and varied
vocabulary to the use of spoken or mouthed English words limited to specific situations. As discussed earlier, the question "Will
my child learn to speak?" cannot be answered with a simple "yes" or "no." In addition to the factors discussed earlier that make
it difficult to predict to what extent a child may develop speech, the answer to that question also depends on what parents
mean-what they really expect-when they refer to their deaf or hard of hearing child's potential to speak.
It is important to understand that, despite what parents may want for their children, not every deaf or hard of hearing child will develop spoken English skills. Some will develop only basic functional skills. Others will be able to engage in a predictable, everyday conversation, but be unable to express or understand complex ideas in spoken English. Still others will have a fairly full range of oral language knowledge and skills, but will need to work very hard to fully comprehend the subtle nuances of each communication event. Spoken English simply may not play the same role in the lives of some deaf and hard of hearing speakers that it does for hearing persons. Some important decisions must therefore be made about how much time and energy a child will be asked to devote toward mastering this skill during the course of his or her education. If too much emphasis is placed on speech development, the child's language and academic skills may suffer, not to mention self-esteem. Although intensive speech therapy may increase a child's articulation skills, it may also result in decreased acdemic performance. The hours of forced speech work that some deaf and hard of hearing children experience may not only take valuable time away from academic work or experiential learning (i.e. "learning about the world"), but leave a lasting emotional impact. Some children are turned off to practicing their speech because they are afraid to fail, or develop blocks in reception and production due to an internal "I can't do this" message. I have met numerous successful deaf and hard of hearing adults who told me, when they found out I'm a speech-language therapist, "I have lousy speech skills." Yet, I have never met an adult who told me, when they found out I am also a basketball coach, "I'm a lousy basketball player." The negative feelings of failure stay with a person when speech-which may be the most difficult thing a deaf or hard of hearing child is asked to master in his or her lifetime-is overemphasized. This over-focus has potential to negatively impact spoken English development. It is natural for parents to want their child to talk. However, it is important to put that desire in perspective and to respect a child's natural abilities and tendencies. It is important for parents to get enough information to recognize the very real effects-especially for a child who has not yet learned language-of not having complete access to the auditory part of speech. Parents and professionals can work closely to take into account all of the factors discussed here, to realistically evaluate their child's skills, and to set feasible goals that support the development of the whole child. Whenever possible, professionals should include parents in evaluating a child's skills by discussing questions such as these listed on the next page. In this way, parents can not only contribute valuable insight and information, they can begin to determine for themselves how much spoken English potential their child has.
Investigating the Possibilities and Setting Realistic Goals:
Contact Ken Kurlychek with comments or suggestions about this web page. Last modified May 4, 1998 Copyright © 1997 All Rights Reserved Laurent Clerc National Deaf Education Center
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