(1) To evaluate the abilities of implanted adolescents to learn a second language in the current school settings compared to normal-hearing and hearing-impaired peers; (2) To identify and quantify environmental, sensory and cognitive aspects that…
ID
Source
Brief title
Condition
- Hearing disorders
Synonym
Research involving
Sponsors and support
Intervention
Outcome measures
Primary outcome
Second language proficiency as measured in self- and proxy-reports, as well as
in accuracy and reaction times on different tasks.
Secondary outcome
Native language proficiency, sensory processing abilities and cognitive
capacities as measured in self- and proxy-reports, as well as inaccuracy and
reaction times on different tasks.
Background summary
Children with cochlear implants (CIs) learn Dutch through the input of their
CIs, which offers qualitatively different sensory input than ears. Therefore,
these patients are thought to develop auditory processing patterns different
from normal-hearing (NH) populations. Also, decoding auditory input into
meaningful linguistic information is likely requiring greater processing
capacities than for normal-hearing (NH) children.
We postulate that these two CI-related factors (sensory and cognitive) may
limit the capactity to learn a second spoken language (English) successively to
their native language (Dutch). Mastering a second language, particularly
English, has direct advantages for implanted adolescents, for example for
pursuing internationally oriented careers. Also, speaking a second language
likely improves cognitive control, helping these adolescents to communicate
better.
Study objective
(1) To evaluate the abilities of implanted adolescents to learn a second
language in the current school settings compared to normal-hearing and
hearing-impaired peers;
(2) To identify and quantify environmental, sensory and cognitive aspects that
affect second language acquisition in implanted adolescents;
(3) To assess positive effects of successful L2 acquisition on CI adolescents*
speech perception in adverse listening situations.
Study design
Observational cohort study with control groups. First stage: Questionnaires.
Second stage: Behavioural testing.
Study burden and risks
No risks are related to this study. The experiments are constructed to be of
minimal burden to the participants. The maximal duration of participation for
adolescents participating in both stages of the study is 9 hours, spread across
3 hours for questionnaires and 2 behavioural testing sessions of maximally 3
hours with adequate breaks.
Hanzeplein 1
Groningen 9713 GZ
NL
Hanzeplein 1
Groningen 9713 GZ
NL
Listed location countries
Age
Inclusion criteria
• Age: 12- 17 years
• Cognitive capacities within normal-to-above-normal range (non-verbal IQ > 80 points)
• Native Dutch speakers, English at school
• Enrolled in secondary education (*voortgezet onderwijs*), can be either special education or standard education, but not primary education (*basisschool*)
• Hearing status: Normal-hearing, hearing impaired without cochlear implant, hearing impaired with cochlear implant
Exclusion criteria
Only applicable for behavioural stage, not questionnaire stage:
• Low cognitive capacities (non-verbal IQ <80 points)
• Communication disorder (i.e., diagnosed with autism spectrum disorder)
• A history of neurological and psychiatric disorder other than a diagnosis of ADD/ADHD and a diagnosis of reading disabilities (i.e., dyslexia)
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
In other registers
| Register | ID |
|---|---|
| CCMO | NL51608.042.14 |
| Other | Registered in the 'Nederlands Trial Register' on 07/04/15, identification number not yet received. |
| OMON | NL-OMON26678 |