The Development of Pragmatic Skills in Children and Young People Who Are Deaf and Hard of Hearing

Abstract

The development of pragmatic skills has emerged as an area of challenge for children and young people who are deaf or hard-of-hearing, including those who use cochlear implants. Pragmatics pertains to the social use of language and can affect the development of strong social skills significantly. Spoken language users are the focus of the discussion, which draws on three recent studies at three key developmental stages: during toddlerhood (birth to three years old), during the upper primary school years, and during adolescence. Pragmatic skills in young children who are deaf may lag behind other language subsystems. School-age children and some adolescents with hearing loss demonstrate a range of pragmatic behaviors that differ from their hearing peers, with significant implications for social interactions and peer relationships. How pragmatic skills develop in collaboration with peers and family, and the critical role conversation partners play in this process are highlighted.