Second language learning in adolescents with cochlear implants

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 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.



The objectives of the current study are

(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.

The first stage of the project (questionnaire stage) assesses self-perception of second language learning; the second stage of the project (behavioural testing) allow objective testing of second language abilities. Adolescent participants and their parents and teachers will answer questions regarding their language-, hearing and cognitive functioning, as well as demographics and environmental factors. Standard behavioural tests for language-, hearing and cognitive functioning will also be administered.



All participants will be Dutch and healthy, except for their hearing status. The population of interest is adolescents who underwent paediatric cochlear implantation. They are expected to experience difficulties during second language learning. Control groups are normal-hearing adolescents, and hearing impaired adolescents not implanted with cochlear implants.



There is no known risk, nor benefit associated with participation. Questionnaires will take maximally 3 hours to complete. Participation in experiments will take maximally 6 hours (2 sessions, maximally 3 hours per session) with adequate breaks to prevent fatigue.

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 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.



The objectives of the current study are

(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.

Not applicable

Not applicable