Language Deprivation & Its Impact
Background
The National Association of the Deaf states that up to 70% of deaf children experience language deprivation. To fully understand this concept, we must consider a few important definitions. Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. The critical period of language acquisition is a period between birth and age 3 when there is an elevated neurological sensitivity for language development.
With these in mind, language deprivation occurs when a child is not exposed or there is a sufficient lack of full language access necessary for language acquisition processes during the critical period. Research on the critical period states there exists an ideal time to acquire language in a linguistically rich environment. After this window, language acquisition becomes more difficult. So why is this most common in deaf and hard-of-hearing children? 90 % of deaf children in the United States are born to hearing parents, most of whom are not familiar with Deaf culture or American Sign Language (ASL). Deaf children have an extremely high risk of experiencing language deprivation because there is limited language access to communication. Despite being in an environment where the spoken language is rich, a child's hearing levels may not be adequate to support access to the input, even if it is combined with the use of appropriate hearing devices.
Causes
Numerous factors can contribute to language deprivation in deaf and hard-of-hearing children.
1. Lack of Early Identification: Early intervention is included in Part C of the Individuals with Disabilities Education Act (IDEA). If a child's hearing loss is not identified early, they may miss out on crucial early intervention services that support language development. Intervention enables a professional to introduce effective strategies for communication and language development between the parent and child.
2. Limited Access to Communication/Language-Rich Environment: Children who do not have access to appropriate communication methods, such as ASL, may struggle to develop language skills. Exposure to a language-rich environment is critical for cognitive and social development, particularly during the critical period when language acquisition is most rapid. Children not exposed to language in their environment are hindered in their ability to express themselves and understand others.
3. Misguidance by Medical Professionals: Some medical professionals do not provide accurate information about communication options or fail to recognize the importance of early language exposure and access to appropriate communication methods. One common misconception perpetuated is the belief that allowing deaf children to learn (ASL) will delay their spoken language skills. This mindset can cause language deprivation.
4. Educational Barriers: Inadequate educational resources, including a lack of trained teachers, interpreters, or access to appropriate educational materials, can hinder language development. They are all important in providing an equitable environment for deaf and hard-of-hearing students.
5. Systemic Issues: Societal and systemic issues, such as oppression, stigmas, lack of awareness, and limited access to resources, can contribute to language deprivation in deaf and hard-of-hearing children.
“Among deaf children... incomplete language acquisition is epidemic. Poor language outcomes though frequently tolerated are not “normal” for deaf people…. Early language deprivation seems to cause a recognizable constellation of social, emotional, intellectual and other consequences.”
Sanjay Gulati, Language Deprivation and Deaf Mental Health
Effects
1. Delayed Language Acquisition: Language deprivation can lead to delays in acquiring both spoken and signed language. Children may have difficulty understanding and producing language, which can affect their ability to communicate effectively.
2. Cognitive Delays: Language plays a crucial role in cognitive development. Language deprived children may have delays in developing cognitive skills such as problem-solving, memory, and reasoning. This can impact their ability to learn and engage in activities that require cognitive processing.
3. Academic Challenges: Language deprivation can result in academic difficulties, including challenges in reading, writing, and understanding complex concepts. These challenges can persist throughout the child's academic career and may require additional support and interventions.
4. Social Isolation: Language is essential for social interaction. Children who are language-deprived may struggle to communicate with peers and may experience social isolation as a result. This can impact their ability to form friendships and participate in social activities.
5. Emotional and Behavioral Issues: Language deprivation can contribute to emotional and behavioral problems. Children may experience frustration due to difficulties in expressing themselves or understanding others. This can lead to low self-esteem, anxiety, and other emotional issues.
6. Limited Access to Information: Language deprivation can limit a child's access to information. Without language skills, children may struggle to understand the world around them and may miss out on important learning opportunities. This can impact their educational and career prospects in the long run.
7. Impact on Mental Health: Language deprivation can have negative effects on mental health, including increased risk of anxiety, depression, and feelings of isolation. Deaf and hard of hearing children who experience language deprivation may struggle with feelings of inadequacy and frustration, which can impact their overall well-being.
Testimonials
These are real life stories of the damaging effects of language deprivation.
References
Hall, Wyatte C et al. “Language deprivation syndrome: a possible neurodevelopmental disorder with sociocultural origins.” Social psychiatry and psychiatric epidemiology vol. 52,6 (2017): 761-776. doi:10.1007/s00127-017-1351-7
Marks, Mishonne. “Linguistic Neglect of Deaf Children in the United States.” Ballard Brief, Ballard Brief, 26 July 2023, ballardbrief.byu.edu/issue-briefs/linguistic-neglect-of-deaf-children-in-the-united-states.