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Description

BACKGROUND
• Speech-language pathologists work with a variety of individuals that each uniquely have their own journey in learning and using language for communication. Many times, professionals are working with those with hearing loss, who are diverse in their use of communication.
• 14.9% of children in between the ages of 6-19 years suffer from hearing loss (Niskar, 1998). This is a large group of individuals that speech-language pathologists serve, each with different goals and needs.
• According to the CDC, around 90% of children born with a congenital hearing loss are born to parents who are not deaf, which leaves a variety of options for communication and language learning. It is important to mention that identifying as one who is deaf and participating in the Deaf can mean two different things to an individual or family. The Deaf community identifies as those are deaf and communicate with a signed language (Humphries, T., & Humphries, J., 2011).

PURPOSE
The purpose of this study is to explore how literature from the field of speech language pathology defines bimodal bilingualism in the context of research.

Publication Date

2021

Publisher

College of Education and Health Professions Honors Program

City

Fayetteville

Keywords

Expanded Literature Review

Disciplines

Communication Sciences and Disorders | Linguistics | Speech and Hearing Science

Comments

Advisor:

Lisa Bowers, Ph.D.

Defining Bimodal Bilingualism within the Field of Speech-Language Pathology

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