Text 21 When Baby Talk Isn't Cute Anymore …

Task 1. Read and translate this text.

Your memories of the first time he began to make those "talking sounds" are ingrained. Cuddling up with your little one and conversing with was a somewhat one-sided affair but it was delightful. He was beginning the process of learning how to talk and the sheer volume of his sound making was encouragement that soon you would have another partner in conversation.

Today, you can hear your three year old in the living room, playing while his favourite video runs on the TV nearby. Indeed, from the kitchen, it sounds like he's talking. A kind of tuneful jabbering that has all the ups and downs of adult speech. The sounds he's making are peppered with the occasional word you can recognize. But for the most part, what he's saying is one of the great mysteries of the modern world.

He's Still Babbling…

Out of curiosity, you move a little closer and try to catch the gist of his conversation. It sounds the same as it did a year ago. A little more complex maybe, but it's really just more of the same baby talk that you thought would develop into 'real' talking by now. But then you think, well, at least he talks to the TV! When you ask him to say something he acts as if he doesn't seem to understand you and if you force the issue, he bursts into tears. It's an exasperating game for both of you.

Out and About…

At his preschool, the Principal comes to you again. "He seems to understand our simple requests. And he likes playing near the other children. But he doesn't talk to them. He walks around during story-time. When we try to make him sit down, he gets upset. Sometimes we just have to let him wander around. We don't know what he wants." You manage a weak smile and thank her for her feedback. But, it eats away at you and you're reminded of it in a hundred little ways everyday: the three year old asking his Mummy for candy at the supermarket, the three year old neighbour shouting at his brother for riding his bike, the three year old from the preschool who tells you: "I want to be his friend but he doesn't talk to me!" It makes you a little jealous, a little sad and a lot worried for his future.

In Conversation with Dad…

Daddy comes home. He runs to Daddy as if you've subjected him to unspeakable boredom all day and now it's finally time to have fun. He pulls Daddy's hand to the counter where the jellies are and looks at his father expectantly. Daddy melts and gives him the jelly that Mummy has forbidden all day because he refused to utter the word "jelly". He sits happily on Daddy's lap babbling away, eating his jelly and gives Mummy a cheeky look.

Daddy acts as though he understands and nods, laughs and encourages junior at the right moments. You begin to think that men really are from Mars and women from Venus!

But he's a normal child: normal birth, normal appearance, normal physical development and pretty normal parents. Why is he persisting with baby talk?

Choosing the Verbal Path…

Let's think about that. From birth, children pick up the concept of cause and effect: they cry, the get fed; they push a mobile, it moves; they coo and gurgle, the get attention. They pull a parent's hand near their favourite toy to retrieve it. As they get older, one to years old, talking gradually replaces this gestured communication and they begin to ask for things. By age two, kids are starting to put words together, expanding their vocabulary and getting the hand of grammar. Four year olds have most of the basics down pat. Five year olds are miniature adults with the ability to argue, protest, and explain! The goal is getting what they want. Most children choose the verbal path.

But some kid's don't. Some get stuck at the stage of babbling and some get stuck at the level of single words, apparently unable or unwilling to string words together easily. When it comes to getting what they want, these kids choose the path of least resistance i.e., whoever gives it to them first. Maybe it's Daddy, Mummy, Granny or Big Sister. They will, through skilful trial and error, single out the most receptive party to their non-verbal request and approach that person first in the event that he needs or wants something. That is, if they can't find a way to meet their desires independently! How many times have you caught him standing precariously on the edge of a chair in a valiant attempt to reach that new toy he's coveted so long on the top shelf?

Maybe he's convinced himself that gesturing, pointing, grunting and indulging in baby talk to you seem to work admirably in getting what he needs. If that doesn't work, he can always bring out the heavy artillery to weaken your defence - crying, throwing things and full-blown tantrums until he gets his way. So then why should he talk? Learning to talk is not an easy business and if it serves no useful purpose why should he bother?

Beyond Baby Talk…

The point is he may be indulging in baby talk because he feels no need to do otherwise. We need to change his mind. A child does what he's motivated to do. If your child hasn't started uttering single words by the time he's eighteen months or started putting words together by two years of age, or you suspect that he may be having trouble hearing or forming words…seek professional advice. If you've tried all the general stimulating activities like singing songs, reading interactive story books, playing with him on the floor, talking animatedly to him and it's not working, the advice of a Speech-Language Therapist on how to encourage him to become more verbal may be an idea. Different things motivate each child and some children are difficult to motivate. But most children, in the absence of any physical or intellectual challenges, will learn to talk. It's a question of when and whether it will be soon enough to enable them to effectively cope with the world around them. If in doubt, check with a Speech- Language Therapist.

Learning to communicate effectively is arguably the most important skill a child can grasp. Isn't it better not to take any chances?

Task 2. Find the equivalents of the word talk in the text.

Task 3. Match the words:

1.to recognize

2.the gist

3.babbling

4.curiosity

5.to burst into tears

6.exasperation

7.unspeakable boredom

8.to wander around

9.to coo

10.skilful trial and error

11.to covet

12.to encourage

13.intellectual challenges

14.Speech- Language Therapist

15.to enable

1.раздражение

2.ворковать

3.расплакаться

4.дать возможность

5.суть

6.ужасная скука

7.жаждать

8.логопед

9.лепет

10.бродить

11.признавать

12.интеллектуальные споры

13.любопытство

14.метод проб и ошибок

15.поощрять

Task 4. Open the brackets using the proper word from the text:

1.If your child (не произнес ни одного слова) by the time he's eighteen months or (не начал составлять фразы) by two years of age, or you suspect that he may be having (проблемы со слухом) or forming words…(обратитесь за помощью профессионала).

2.(прижимаясь) with your little one and (беседуя) with was a somewhat one-sided affair but it (было восхитительно).

3.When you ask him to say something he acts as if he (делает вид, что не понимает вас) and if you (прибегаете к силе), he bursts into tears.

4.But, (съедает вас) and (напоминает вам об этом) in a hundred little ways everyday:

5.As they get older, one to years old, talking (постепенно заменяет) this (общение жестами) and they begin to ask for things.

PART IV

Physical Disabilities

Text 22

Communication Considerations for Parents and Teachers of Deaf and Hard-of-Hearing Children

Task 1. Read and translate this text.

Deafness or hearing impairment affects not only a child who is deaf or has a hearing loss, but also the child's family, friends, and teachers. For hundreds of years, people have debated the best ways to develop communication skills and provide education for deaf and hard-of-hearing children.

Here are a few points upon which scientific and health professionals, educators, and experienced parents commonly agree:

Why should my newborn's hearing be screened?

The earlier that deafness or hearing loss is identified, the better the chances a child will acquire language, whether spoken or signed. A hearing screening can be an important indicator of deafness or hearing loss in a child. For this reason, all infants should be screened while still in the hospital or within the first month of life. But children who do not pass their screening need to go for a follow-up examination. The follow-up examination includes precise audio testing that confirms the extent and type of hearing loss. It also allows parents, health professionals, and teachers to determine the best intervention strategy for the child. The term intervention refers to the different steps that families can take to overcome communication barriers caused by a hearing loss. When intervention is introduced early, the child can take advantage of the unique window of opportunity during the first few years of life when a person acquires language, whether spoken or signed.

Each child is unique. It is important to understand the full nature and extent of a child's hearing loss or deafness. It is also important to understand how each family member and caregiver will communicate with the child. Get to know the services that are provided in your community for children in preschool and elementary school.

Should I optimize any residual hearing?

Optimizing residual hearing may be advantageous. Children may benefit from hearing aids or cochlear implants. This is a decision that you should discuss with your child's healthcare providers and other professionals who work with deaf children and language development.

Explore your options; work with professionals.

Exploring the options and, if possible, working with professionals in teams can be beneficial. Your child may visit a pediatrician, an otolaryngologist (ear, nose, and throat doctor), an audiologist (hearing specialist), and a speech-language pathologist(specialist in speech and language disorders). Some otolaryngologists and audiologists are specially trained to work with infants and children. They are referred to as pediatric otolaryngologists and pediatric audiologists. Ask each professional to inform other professionals who work with your child about your child's visits. Coordinated care can be a big help to you and your child. Many parents find it useful to include educational and social service professionals on the team.

Interact with your child often.

Parents should interact often with a deaf or hard-of-hearing infant. All of the caregivers in your child's life should interact with him or her as much as possible. You can do this by holding, facing, smiling at, and responding to your infant from the very beginning. Children need love, encouragement, and care from their families and caregivers.

Work with your child's teachers.

Teachers who are experienced in working with deaf and hard-of-hearing children can help parents understand how to improve long-term outcomes for a child. Talk to your child's teachers. Get to know the educational system your child will be entering and the services it provides for children who are deaf or hard-of-hearing.

Task 2. Give equivalents in Russian: hearing impairment, communication skills, infant, take to overcome communication barriers, residual hearing, cochlear implants, hearing aids, hard-of-hearing children beneficial, coordinated care, to explore, language disorders, as much as possible.

Task 3. Give equivalents in English: глухота, осваивать язык, проходить проверку, тугой на ухо, преимущества, приносить пользу, выбор, взаимодействовать, забота, реагировать.