Language & Literacy: Language
"A deaf or hard of hearing person may use one or more of these modes and languages to communication. When thinking about how you would like your deaf or hard of hearing child to communicate it’s not a forever decision. You don’t have to choose one mode or language. Additionally, if one mode isn’t working you can switch to a different more or language later. Whatever mode you pick communicate with your child! Talking or signing is how you share words with your child. Words are the building blocks for literacy." Click on the topic you wish to explore or simply scroll down the page.
The Components of Languge
Regardless of the mode of communication an individual uses, there are 5 building blocks to every language that are summarized into 3 categories: form, content and use. To learn more about each building block, click on the image below to get your own .pdf. You can also check out this video:
FORM refers to the structure of language, such as how sounds come together to form words and how words come together to form sentences.
SYNTAX
Syntax is how the words are arranged to form meaningful sentences in a language. It includes aspects like word order, subject-verb agreement, and sentence structure, all of which are essential for clear communication.
PHONOLOGY
Semantics is the meaning in language, focusing on the meanings of words, phrases, and sentences. It helps us understand how language conveys ideas, emotions, and relationships between concepts.
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MORPHOLOGY
Morphology refers to how words are formed from smaller parts, such as speech sounds. It can also refer to how words are changed to alter their meaning. For example, the word dog refers to one animal, but the addition of an “s” to the end of the word to dogs refers to more than one animal.
CONTENT refers to the meaning of the words and sentences.
SEMANTICS
Semantics is the meaning in language, focusing on the meanings of words, phrases, and sentences. It helps us understand how language conveys ideas, emotions, and relationships between concepts.
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USE refers to how we apply language.
PRAGMATICS
Pragmatics- this is how language is used in social contexts, including the rules for effective and appropriate communication. It involves understanding things like tone, body language, taking turns in conversation, and knowing what to say based on the situation. ​​​​
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"The brain does not prefer one language or mode over the other. What matters most is that children who are deaf or hard of hearing have full access to a language-rich, fully accessible environment. When choosing how to communicate with your child, pick what works best for your child and your family. You don’t have to pick on language or mode. And if what you picked isn’t working, try something new. Just talk, or sign, to your child. It will make all the difference."
Receptive Language and Expressive Language
To use language effectively, we need to understand it and be able to use it. Receptive Language refers to the ability to understand and process spoken, signed, or written language. Expressive Language refers to the ability to communicate with words, signs, or written text.
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​Both spoken language and signed language are ways that people understand convey thoughts, ideas, and feelings. Spoken English and American Sign Language (ASL) have all the components of language that were discussed above and are both acquired naturally through exposure over time. They vary in the way in which information is shared. Spoken language is shared through words and sounds and received through the ears. Signed language is shared through signs, facial expressions and body language and is received through the eyes. There is no written form of ASL.
Primary (Native) vs Secondary (Non-native) Language
Primary (Native) Language is the first language a child learns and regularly uses from birth. This is the language typically acquired naturally in the child's home.
Secondary Language(s) refer to additional languages learned after the primary language. These can be languages learned through formal education or social exposure, like living in a society that speaks a language other than a person's native language.
Language Development
Language and communication skills start developing at birth through interactive experiences and turn-taking with others. Infants start learning their native language just by listening (in the case of spoken language) and looking (in the case of sign language).. Even before they can generate their own words or signs, babies begin to notice patterns in language input, which is the foundation for their future vocabulary development.
Parents and caregivers play a big role in this learning. When you talk, sign, sing, and read to your baby, you expose them to the language patterns that they learn. The more loving and clear language babies experience, the easier it is for them to learn words and start talking or signing on their own.
Tips for exposing your child to language
Research shows that the number of words a child is exposed to is strongly correlated to how well the child will learn to read and write. The more words a child is exposed to, the more they will be able to learn to read and write. Children not only need to hear more words, but also a good variety of words. The good news is that as parents use more words with their children, they naturally use a wider variety of words. Adding more words to your interactions with your infant and child is easy once it becomes a routine. Pick a strategy and start today.
1. Read to your child every day
2. Narrating routines
Example: "Mommy is getting your snack ready. It’s a yummy yellow banana. Let’s peel it. Take a big bite. It tastes so sweet."
3. Naming things in the environment
Examples:
"Look! I see the big black dog by the tree."
"That swing looks fun. Let’s get on it. Look at that sign, it says STOP."
4. Singing and sharing nursery rhymes and including hand motions
Example: Singing Itsy Bitsy Spider
5. Talk about your day
Examples:
"We are going to the park today!"
"That was a yummy lunch. You sure do like macaroni and cheese."
6. Play games that connect pictures to words
Examples:
"I spy" picture games
Memory match games
Impact of Childhood Hearing Loss Language Development
When a child’s exposure to language and communication lacks meaningful content, it may result in delays or deficits in syntax, phonology, morphology, semantics, and pragmatics. Therefore, childhood hearing loss disrupts language development for children who are deaf or hard of hearing who learn through spoken language. Language and communication skills develop through interactive experiences and turn-taking with others.
What happens when children cannot access language?
Children who cannot access language - also known as language deprivation - are at risk for long-term language, cognitive, social, emotional, and academic challenges. Many deaf or hard of hearing children are at risk for language deprivation because they are born to hearing parents who may not use sign language and may rely solely on speech-based interventions that are not fully accessible. Without early access to a natural language, these children can experience delays in brain development, poor literacy outcomes, and increased mental health issues. Ensuring early and rich language access is essential to preventing language deprivation and promoting healthy development in deaf children.
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Tips for increasing language exposure for children who are deaf or hard of hearing
Children who are deaf or hard of hearing may need help attending to language, especially if they have experienced language deprivation. A strategy to support children who are deaf or hard of hearing is to follow the 3Ts: Tune In, Talk More, Take Turns. What does this mean?
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Tune In by paying attention to what your child is communicating to you.
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Talk More to your child by using descriptive words to build their vocabulary.
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Take Turns by encouraging your child to respond to your words and actions.