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Updated: Oct 9, 2025

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
Published on: March 24, 2023
Evaluation of the language development of children with cochlear implant users living in a multilingual environment
Argün Ediz Yorgancılar1, Bilal Sizer2
1Department of Otorhinolaryngology Clinic, Faculty of Medicine, Uskudar University, İstanbul, Turkey.
Objective:
To evaluate the effect of second language exposure on Turkish speaking skills in cochlear implant (CI) users.
Methods:
Children living in mono and bilingual families, who underwent unilateral cochlear implant due to congenital severe to profound, or profound hearing loss, were examined. The fifty six children with a chronological age younger than 8 and a language age of 2-6 years were included the study. The Denver II Developmental Screening Test was used for identifying of pre-implant speech and development. The duration of implant use was also documented. Languages spoken at the patients' homes were divided into 4 categories: T/K: Predominantly Turkish/Kurdish, K/T: Predominantly Kurdish/Turkish, T/T: Just Turkish, A/T: Predominantly Arabic/Turkish. The CAP (Categories of Auditory Performance), SIR (Speech Intelligibility Rating), The Turkish Version Test of The Early Language Development (TELD-3:T),. The IT-MAIS (Infant Toddler Meaningful Auditory Integration Scale), MUSS (Meaningful Use of Speech Scale) were used to evaluate the language development of the patients. Changes in IT-MAIS and MUSS scores in the last two years were also evaluated.
Results:
The all children received their implants before age of 6 years. The average duration of cochlear implant use of children was 38,43 ± 11,64 months. The mean pre-implant speech age was 6,8 ± 2,13 months. There was no significant difference between the groups in terms of the CAP and SIR scores. In TELD-3:T scores, there was no significant difference between the groups except for the receptive raw scores. The Arabic/Turkish group had significantly lower receptive raw scores. This group also had significantly lower mother educational level. In IT-MAIS and MUSS scores, no significant difference was found between the groups.
Conclusions:
Our study supports the opinion that exposure to a second language at home does not affect the acquisition of the language of education in children using CI.
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