The Second Language Acquisition by Cochlear Implant Adolescents - Essay Example

Technologies for enhancing research in second language acquisition by cochlear implant adolescents: Acquiring hold on the native language, let aloneon any second language, is a major problematic and difficult issue for cochlear implant adolescents. This state also creates an equally worrisome scenario for the teachers as well, who cannot inculcate the learning skills in cochlear implant adolescents the same way they can in normal students. Many innovative ideas and fascinating technologies keep cropping up every few years to sort out this issue, and relieve the tension created between teachers and hearing-impaired adolescents, when various essentials are left out in teaching second languages. Understandably, an adult brain is much less likely to acquire intensive knowledge regarding second languages, than an adolescent brain. A large body of research suggests that all the techniques for enhancing learning capabilities in profoundly hearing-impaired adolescents can work especially well if they receive cochlear implants at a young age. The use of cochlear implant in adolescents with innate and early onset deafness is well described by Fitzpatrick (2004, pp. 269-272). According to her, this can heavily influence their learning skills, and polish their lexical diversity and describing ability. Even late cochlear implantation in fully or partially deaf adolescents can bring miraculous results, since this has shown many adolescents to produce the same kind of interpretation results, as produced by their normal friends. Her research shows analysis between the pre and post-cochlear implant performance in hearing-impaired adolescents and the results showed that adolescents with cochlear implant acquired distinctive open-set speech recognition that was not possible with the use of ordinary strategic techniques like visual learning programmes. The preferred communication mode of any adolescent, who has cochlear implant, should always be regarded as the most important element when teaching non-native languages. Some students feel captivated by engaging visual modes of teaching, while others may prefer speech modes for convenience. According to Reynolds & Fletcher-Janzen (2007, pp. 187-188), different computer-based assistive devices, voice recognition softwares, and telecommunication services can prove to be beneficial for a broad range of disabilities that cause slow performance. Such effective tools not only enhance the learning capabilities of hearing-impaired students but they also help them master many important services like writing and reading e-mails, and other computer-based knowledge. Second languages like English can be helpfully taught with the help of computers-based techniques like Skype. Telecommunication Device for the Deaf (TDD) and Assistive listening device (ALD) are highly valuable assistive technologies for hearing-impaired adolescents, the use of which is strongly asserted by Reynolds et al. (2007). TDD is explained as a device that converts the typed letters of a deaf person into electronic signals, which can be heard on the other side of the phone. This typing device is attached to the phone and electronic signals are again translated into letters that appear on a typewriter that is attached to the phone on the other side. ALD is suggested to be used for enhancing the human voice intelligibility for the deaf or cochlear implant persons. Its use in adolescents especially can prove to be highly effective in learning different languages. Mostly many adolescents, in spite of using various hearing facilities, still fail to grasp the basics of other languages owing to the fact that human voice does not appear quite intelligible for them. ALD serves that purpose by ensuring clean voice transfer over vast distances. A microphone positioned close to a teacher’s mouth sends his/her voice flowingly towards the receiver worn by the student, who easily perceives the messages conveyed by the teacher. The convenience resulting from this strategy lays stress on using it for making cochlear implant adolescents develop better understanding for second languages. It is the general consensus that although the top three widely-acclaimed modes of online communication include Yahoo Messenger, Skype and Windows Live Messenger, still Skype remains dominant for offering distinguished modes of calling. According to Hussey (2009), Skype can be readily used for enhancing educational communication between sign language students and hearing-impaired students. This communication between the two groups is of vital importance since this helps to bridge the gap that is created when there are no reliable platforms available to deaf adolescents for easy communication. This technology has broken down the traditionally established vision of school learning, instead it presents new horizons for helping people communicate with each other. Students around the world are developing familiarity with non-native languages and other subjects thorough Skype. This has remarkably facilitated hearing-impaired students in that they do not have to register themselves in especial training centers for getting grip on second languages. Also, this makes a learning individual feel especial in the sense that he/she is given full power play a responsible learning role, when using Skype. It is one of the most distinguished technologies that can help deaf adolescents in second language acquisition and with the help of which, drastic linguistic benefits can be anticipated. Skype is a highly popular online computer-based technology and it helps individuals receive and send audio text messages or literally view each other, no matter how large the distances may be. According to Ditcharoen, Naruedomkul, & Cercone (2010, pp. 118-130), learning a second language is a highly tedious job and it becomes even more difficult when the learners happen to be pre-linguistic or partially deaf. Disability comes as a major barrier in the way of learning and perceiving textual information. SignMT comes in as a handy tool for that purpose. This is basically a translation system that accurately converts Thai sign language into Thai text. That means it helps the hearing-impaired persons in interpreting language as it was designed as a reliable learning tool, and also it provides both textual and image representation of the sign language, thus better enabling the deaf adolescents to comprehend things that they may find boring otherwise when learning second languages. Many foreign languages like ESL (English as a Second Language), can be best taught through diagrammatical representations of unfamiliar words to the hearing-impaired or cochlear implant adolescents. According to Vize (2010), sign language is another handy tool that can be used in an ESL class for helping deaf adolescents in acquiring sufficient control on English. Deaf language acquisition basically focuses on introducing new signs in a class with clear demonstration. The use of sign language in an ESL class can ensure highly effective results, since myriad things can be conveyed to hearing-impaired adolescents by asking them to judge various signs. References: Ditcharoen, N., Naruedomkul, K., & Cercone, N. (2010). SignMT: An alternative language learning tool. Computers & Education, 55, 118-130. Fitzpatrick, E. (2004). Cochlear implantation in adolescents and adults with prelinguistic deafness: outcomes and candidacy issues. International Congress Series, 1273, 269-272. Hussey, M. (2009). Skype helps students communicate with deaf. Retrieved from http://www2.tbo.com/content/2009/nov/01/pa-skype-helps-students-communicate-with-deaf/ Reynolds, C. R. & Fletcher-Janzen, E. (2007). Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults With Disabilities and Other Exceptional Individuals, Volume 1. (3rd ed.). John Wiley and Sons. Vize, A. (2010). Language Acquisition with Deaf Students. Retrieved from http://www.brighthub.com/education/languages/articles/70681.aspx Read More