Exploring the effects of language acquisition pattern (bilingualism) on dichotic listening

Purpose: Dichotic listening (DL) involves processing auditory information with both ears, divided into binaural integration and separation. There are very limited studies that have explored the auditory processing differences in different forms of bilingualism. Hence, the study aimed to explore the effects of language acquisition patterns (Simultaneous vs. Sequential bilingualism) on dichotic processing skills. Methodology: Fifty clinically normal-hearing children (10–15 years) participated in the study. The recruited children were segregated into simultaneous and sequential bilinguals based on language assessment using LEAP–Q. The DL test developed in Kannada and English languages was administered on simultaneous and sequential bilinguals in three different conditions (Free Recall, Forced Recall Right, and Forced Recall Left). Data & analysis: All the data were first tested for normality using Shapiro–Wilk’s test, and the results showed that the data were normally distributed. Hence, parametric statistics were applied to check for the significance test with a 5% significance level. Mixed methods analysis of variance (ANOVA) was conducted to explore the main effect of group and language and the interaction between group and language in free and forced recall conditions. Findings: The results showed a significant main effect of language and condition on dichotic scores, but not group. The findings revealed significant differences between simultaneous and sequential groups only in the Kannada language and not in English. The dichotic test, administered in two distinct languages, demonstrated distinct linguistic patterns consistent with the bilingual model, underscoring its therapeutic significance in evaluating bilingual language proficiency. Originality: The dichotic test, administered in two distinct languages, demonstrated distinct linguistic patterns consistent with the bilingual model, underscoring its therapeutic significance in evaluating bilingual language proficiency. Implications: Before assessing bilingual children’s speech or language abilities, examining the order in which they acquire their languages is critical.