Een meervoudige casusstudie - Divingduck.nl

grow up in a hearing environment. An important factor in the results of this study is thequestion whether a child has a cochlear implant or not. Despite the results that the languageand communication development of a child with CI can be difficult, differences in languageproficiency are demonstrated.The results of the eleven children make it possible to form groups. The connectionbetween language proficiency, communication proficiency and the development ofcommunicative strategies has become clear. When a child is skilled in two languages, most ofthe time the child also has better communication skills and uses communicative strategiesmore effectively (first group). With the children who are monolingual these abilities are lesspronounced or less stable. These children show more limited communication skills, whichmeans for example that they take more initiatives in conversations but that they are less ableto give adequate responses to questions and information given by the adults (second group).One explanation is that the children who have mastered both languages have morepossibilities to use different moves in their conversations which can prevent or clarifymiscommunication. The children who are monolingual become stronger from a communicationpoint of view but their communication skills are less stable and reliable. Another explanation isthe background of the children and most important the language input at home. There seemsto be a connection between language proficiency and in line with that communicativebehaviour and communicative efficacy; and language input and the environment at home. Theinput at school has been less stable during this project as a result of problems with hiringenough deaf teachers. It is possible that the limited input of SLN at school has influenced thelanguage and communication development of these deaf children.356