Hearing impairment is a partial or complete loss of the ability to hear sounds. Since hearing plays a vital role in the acquisition of language, any reduction in hearing, especially during the early years of life, significantly affects a child's language development. Language is learned naturally through listening to speech in the environment. Children with typical hearing are constantly exposed to spoken words, sounds, conversations, and social interactions, enabling them to develop vocabulary, grammar, pronunciation, and communication skills. However, children with hearing impairment receive limited or distorted auditory input, making the process of language acquisition slower and more challenging. The extent of language delay depends on several factors such as the degree and type of hearing loss, the age of onset, early diagnosis, timely intervention, family support, availability of hearing devices, and educational opportunities. Language development begins from infancy. Babies normally respond to voices, imitate sounds, babble, and gradually produce meaningful words. A child with hearing impairment may not hear these sounds clearly or consistently, leading to delays in reaching these developmental milestones. If hearing loss is identified and managed early through hearing aids, cochlear implants, speech therapy, and family-centered intervention, many children can develop effective communication skills. Nevertheless, without adequate support, hearing impairment can affect every component of language, including phonology, morphology, syntax, semantics, and pragmatics. One of the major impacts of hearing impairment is delayed speech and language acquisition. Children with hearing loss often produce their first words later than their hearing peers. They may also have difficulty combining words into sentences and understanding grammatical structures. Since they cannot hear language models accurately, they may miss subtle differences in sounds and meanings. As a result, their expressive language develops more slowly than their receptive language, and both may remain below age expectations if intervention is delayed. Vocabulary development is another area significantly affected. Hearing children learn new words incidentally by listening to conversations, television, classroom discussions, and daily interactions. Children with hearing impairment have fewer opportunities for incidental learning because they may not hear these conversations clearly. Consequently, they often have a smaller vocabulary and may struggle to understand abstract concepts, multiple meanings of words, idioms, and figurative language. Limited vocabulary also affects reading comprehension and academic achievement across subjects. Grammar and sentence formation are frequently delayed. The acquisition of grammatical markers such as plurals, tense endings, articles, pronouns, and prepositions depends largely on repeated exposure to spoken language. Children with hearing impairment may omit these markers or use them incorrectly because they are often difficult to hear. Their sentences may be shorter, simpler, and less grammatically accurate than those of hearing children of the same age. Speech production is also influenced by hearing impairment. Hearing allows children to monitor and