L1x2: Dual First Language Acquisition in Sign Language and Spoken Language with Digital Picturebooks
Submitted by:
Christian Müller
Abstract:
Background: Dual first language acquisition in sign language and spoken language is crucial for deaf and hard of hearing (DHH) children, as delayed language development can hinder their overall growth. Multilingual digital picturebooks can help mitigate developmental risks.
Research questions: The BMBF-project Reading Digital addresses this opportunity and has set itself the following questions, among others: How often are digital picturebooks used? How might training be designed to promote parents’ shared book reading skills? How often and what challenges does this pose for parents of multilingual children?
Theoretical framework: Although picturebooks can support language acquisition, studies indicate a decline in parent-child reading interactions over time (Stiftung Lesen, 2022). Simultaneously, digital picturebooks gaining in importance, offering an opportunity to increase the frequency of shared book reading again (e.g. Cordes et al., 2020). The project aims to empower parents to support DHH children in acquiring dual first languages (sign language and spoken language) through multilingual digital picturebooks and low-threshold training programs.
Methods: In a quantitative study, 125 parents of DHH children with an average age of 6.39 (SD = 2.96), including 39 parents with multilingual children, were surveyed using an online questionnaire. Data were collected on shared book reading practices, the challenges encountered, and the resulting training program requirements. The data were subjected to descriptive and variance analyses.
Findings: Among parents of multilingual children, 43 % encountering challenges. In contrast, only 28 % of parents with monolingual children face difficulties in shared reading. The former reported being significantly more challenged than parents with monolingual children (F (1) = 4.87, p = .030). Despite the potential of digital picturebooks in multilingual settings, only 19 % of these parents use them for shared reading. This emphasizes the need for tailored training in shared book reading skills to help parents facilitate dual first language acquisition in sign language and spoken language.
References:
Cordes, A.-K., Hartig, F., & Egert, F. (2020). Metaanalyse zu Nutzung und Wirkung digitaler E-Books zur Sprachförderung in Kindertageseinrichtungen. IFP Infodienst, 30–33.
Stiftung Lesen. (2022). Vorlesemonitor 2022. https://www.stiftunglesen.de/fileadmin/Bilder/Forschung/Vorlesestudie/Vorlesemonitor_2022.pdf