Factors Affecting Communication Outcomes for Deaf and Multilingual Learners: A Systematic Review

What is already known on the subject The term deaf and multilingual learners (DMLs) encompasses deaf learners who are exposed to and learning more than one spoken and/or signed language. The focus of this paper is on deaf and hard of hearing (DHH) children in environments where more than one spoken language is used. There is a growing body of literature focusing on the listening, speech, and language outcomes of DMLs. Much of the literature focuses on communication outcomes in one language (namely the majority community language). There are few studies that measure outcomes in more than one spoken language for DMLs. What this study adds to existing knowledge This paper reviews studies that have measured the listening, speech and language outcomes of DMLs in more than one spoken language. Typically, the majority community language and a different home language (spoken). The results reveal that interventions provided in each language heard and spoken by the DML and their family acts as a facilitator for improved outcomes in each language. Interventions provided in one language only are a barrier to positive multilingual language outcomes. Language exposure in the home language was also a facilitator for positive home language outcomes. Reduced parental engagement and interventions in only one language inhibited multilingual outcomes for DMLs. What are the practical and clinical implications of this work? The paper provides guidance for practitioners when supporting the communication development of DMLs. The provision of listening, speech, and language interventions in each of the languages spoken by the DML and their family facilitates language outcomes. Interventions that are culturally and linguistically adapted and enhance parental engagement also enhance multilingual outcomes. This paper provides evidence to support strategic planning for hearing services to meet the needs of DMLs.