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What is ASL/English Bilingualism?
What is ASL/English Bilingualism?
When you hear "bilingual," what comes to mind? Maybe you picture someone who has moved to America and is an English language learner (ELL). Perhaps you envision a child whose parents each speak a different language at home.
Grosjean (2012) estimates that 20% of the American population are bilingual. This includes speakers of languages such as Spanish, Chinese, French, Tagalog, Vietnamese, German and Korean. However, his estimate also includes DHH individuals who use ASL and English in their daily lives.
Such language diversity in America is not new. Our country was built by immigrants, becoming the great melting pot of languages and cultures that we have today. The first federal law that made provisions for bilingual education was Title VII of the Elementary and Secondary Education Act (Nieto, 2009). While this law was primarily geared toward ELLs, it helped pave the way for consideration of children's language needs in their educational settings.
Over the course of the past 200 years, there have been many large-scale shifts in language and communication policies and educational practices with DHH children (LaSasso and Lollis, 2003). Manually Coded English (MCE), Total Communication, and Oral/Aural methods are just a few examples. One of the earliest examples of a strong ASL/English bilingual program is The Learning Center for the Deaf in Framingham, Massachusetts. This school was established in 1970, and has been a pioneer in the bicultural/bimodal field of education for DHH children for over 45 years (TLC for the Deaf, 2012). Today, approximately 36% and 40% of residential and day schools for deaf students have bilingual programs (LaSasso and Lollis).
How does ASL/English Bilingualism work?
How does ASL/English Bilingualism work?
Bilingual education for DHH children focuses on concurrent acquisition of ASL and English skills. Equal value and importance is placed on both languages. This approach can be tailored to individual needs based on their hearing levels and their level of benefit from hearing assistance technology (Clerc Center, 2015). Some children acquire higher levels of listening and spoken language skills, but the aim is to promote a strong fluency with ASL and English, to include reading and writing skills.
When discussing language skills, there are two main areas involved: expressive and receptive. Expressive language skills are how an individual is able to share their thoughts. Receptive language skills are how an individual understands. These are present in both ASL and English. In ASL, expressive skills include signing and fingerspelling. Receptive skills include watching, attending, and finger-reading. English receptive skills include listening, speechreading, and reading print. Expressive skills include speaking, mouthing, and writing. These are all skills children need to acquire to achieve bilingualism in ASL and English.
Family Involvement: One Crucial Component To Your Child's Success
Family Involvement: One Crucial Component To Your Child's Success
Family involvement is a key component in a DHH child’s education. Research suggests that DHH children have higher language skills when early identification is paired with early involvement services that involve high level of family involvement (Moeller, 2000). Research also shows that DHH children have higher language and reading scores when their mothers are able to demonstrate high levels of communication with them (Calderon, 2000).
There are several ways that EI programs and professionals can help you and your family be involved members of your child’s educational team. Below are some strategies suggested by the Clerc Center:
- Family sign language classes that allow you and your family to provide rich, visual language experiences at home
- ASL language models and mentors to provide support to you and your family
- ASL resources and materials, such as books, websites, apps, etc.
- Frequent audiological visits and ensure proper functioning of hearing technology (as appropriate)
Parent Testimonials in Support of ASL/English Bilingualism
Parent Testimonials in Support of ASL/English Bilingualism
How can I find out more?
How can I find out more?
Check out our ASL RESOURCES for more information about learning sign language. We also have a page of LOCAL/STATE RESOURCES with groups and agencies here in the Shenandoah Valley and the state of Virginia. Take a look at our OTHER RESOURCES for links about ASL/English Bilingualism, research, deaf education, and other information about raising your DHH child.
If you still have questions, concerns, or just want to connect with us to learn more, please be sure and CONTACT US and let us know!
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