The effect of second language acquisition on central auditory processing abilities and its interaction with HIV

Area of Science:

• Neuroscience
• Auditory Processing
• Second Language Acquisition

Background:

• Central auditory processing (CATs) can be negatively impacted by HIV infection.
• Second language learning may influence auditory processing, potentially mitigating HIV-related effects.

Purpose of the Study:

• To investigate the relationship between second language acquisition (English) and central auditory processing in children living with and without HIV.
• To assess how learning English affects CATs in a Tanzanian cohort.

Main Methods:

• 372 children (3-10 years) in Dar es Salaam, Tanzania, including those living with HIV (CLWH) and without HIV (CLWOH).
• Assessed English language learning (home/school), socioeconomic status (SES), and health history.
• Utilized three central auditory tests (TDT, SSW, HINT) and multivariate linear regression.

Main Results:

• HIV status, age, and SES significantly predicted CATs; CLWH performed worse than CLWOH.
• Learning English at home was linked to better performance on the Triple Digit Test (TDT), independent of HIV status, age, and SES.
• Learning English at school correlated with improved performance on the Hearing-In-Noise Test (HINT).

Conclusions:

• English language learning at home and school is associated with enhanced central auditory performance, irrespective of HIV status, SES, and age.
• Second language acquisition may serve as a mechanism to improve central auditory function.
• Language learning environments (home vs. school) may differentially impact auditory processing, potentially mediated by SES.