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Hearing and Musicians’ Recent Findings on Hearing Health and Auditory Enhancement
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Sávia Leticia Menuzzo Quental, Maria Isabel Ramos do Amaral, Christiane Marques do Couto
Musical practice has also been associated with improvement in skills beyond those related to the sense of hearing, such as skills related to the processing of visual information (Aizenman et al., 2017; Kim et al., 2017) and cognitive abilities in general (Benz et al., 2016). Due to the differences found between musicians and non-musicians, some authors have even suggested that musical practice may alleviate the natural decline of aging in both essential auditory abilities (White-Schwock et al., 2013) and also cognitive skills (Amer et al., 2013), an effect that resembles the supposed influence of bilingualism.
Introduction and theoretical background
Published in Elaine Kelman, Alison Nicholas, Palin Parent–Child Interaction Therapy for Early Childhood Stammering, 2020
Elaine Kelman, Alison Nicholas
Approximately 50 per cent of the world population is bilingual or multilingual and current research is aimed at exploring the relationship between stammering and bilingualism. Parents of bilingual children often express concern that their child’s bilingualism may have caused their child to start to stammer and/or may be a factor contributing to its persistence. Despite these concerns, recent research has indicated that bilingualism does not increase the likelihood of the development and/or persistence of stammering (Byrd, Haque & Johnson,2016; Van Borsel,2011).
Introduction to the professional practice of healthcare interpreting
Published in Claudia V. Angelelli, Healthcare Interpreting Explained, 2019
Bilingual: A person who can use two languages (e.g. Chinese/English bilingual). These languages may be at different or equal levels of proficiency. There is a misconception that bilingual individuals, on the basis of their bilingualism and without a relevant education in healthcare interpreting, can provide adequate language services. For bilinguals, the proficiency in each of their language varies along a continuum (Angelelli 2010a, 2010b). Differences are not only between the two languages (e.g. proficiency in both English and Chinese may not be similar; Chinese may be stronger or weaker than English), but also proficiency differs across skills (e.g. writing, listening, socio-cultural awareness) within each of the languages. The Chinese/English bilingual in our example may read and write better in English than in Chinese and may be strong in listening and speaking in Chinese. In other words, being bilingual does not mean being a balanced bilingual (Angelelli 2010a, 2010b), which appears to be the type of bilingualism discussed when referring to interpreting. Unfortunately, the parties most affected by the interpreting service lack the skills to judge its quality. They assume the person providing interpreting is doing an adequate job. As a consequence, the parties present may have a sense of security that effective communication is taking place when in reality they are not in a position to ascertain it.
Cross-linguistic interactions in the spontaneous productions of preschoolers who speak Jamaican-Creole and English
Published in Speech, Language and Hearing, 2022
Rachel Wright Karem, Karla N. Washington, Kathryn Crowe
By investigating an understudied language pairing, this study revealed differences in the way four language domains were impacted by cross-linguistic interactions. This informs SLPs views of cross-linguistic interactions that can occur in phonological, morphological, lexical, and syntactic domains. Attention to interactions in each of these domains will assist SLPs in accurately differentiating between language difference and language disorder. The findings of this study evidence that cross-linguistic interaction can be classified, quantified, and considered as part of natural language production of bilingual speakers that clinicians need to consider when making determinations about bilingual children’s linguistic competence. By studying JC-English preschoolers’ bilingual language use, the breadth and depth of knowledge about bilingualism is increased, making meaningful clinical and theoretical impacts in the field of speech-language pathology.
Practical Considerations in the Neuropsychological Assessment of Bilingual (Spanish-English) Children in the United States: Literature Review and Case Series
Published in Developmental Neuropsychology, 2020
Angela Canas, Veronica Bordes Edgar, Joy Neumann
Consistent with his medical and developmental histories, Roberto’s case illustrates the obstacles that are often encountered by simultaneous bilingual learners with cognitive impairment. Although the majority of neurotypically developing children do well in dual language academic environments, this type of programming can be particularly challenging for children who present with difficulties in the fundamental aspects of language, as well as other cognitive difficulties. Specifically, the constellation of difficulties exemplified in this case tend to interfere with the acquisition and demonstration of academic concepts, lead to poor performance in everyday settings, and result in learning “gaps” across content areas and over time without suitable programming and ample support. This case also highlights the imbalance in proficiency that can be exemplified by bilingual children even when they have been exposed to both languages at home and school, to an extent that is described as equivalent. It is important to remember that balanced bilingualism is the exception rather than the rule and that multiple intrapersonal and environmental factors contribute to proficiency. In Roberto’s case, transition to monolingual (i.e., English-only) educational programming and an increase in speech/language therapeutic support (i.e., addition of outpatient intervention) were key recommendations.
Towards understanding the bilingual profile in typical and atypical language development: A tutorial
Published in International Journal of Speech-Language Pathology, 2020
Irina Potapova, Sonja L. Pruitt-Lord
Clinically, the best practice for young bilinguals involves assessing each language separately and considering performance across both (Bilingual Service Delivery, 2017). But what we know of bilingualism in adulthood is that the two languages are not separate. Instead, they are jointly activated and interact with one another. Is it possible to use this information to discern typical and atypical bilingual language development in childhood? That is, do typically developing children acquiring two languages resemble their adult counterparts and demonstrate cross-language interactions? And might these cross-language interactions differ in bilingual children with relatively weak language skills, such as those with developmental language disorder? The goal of this tutorial is to describe a uniquely bilingual phenomenon, joint activation of both languages, and to consider its potential contribution to clinical practice for young bilinguals. In service of clinical applications and future research efforts, we also outline evidence-based considerations for incorporating cross-language interaction in bilingual language assessment and treatment.