Bilingualism
About the Bilingual Approach
- What is bilingualism?
- Who is considered bilingual?
- Why educate using an ASL/English bilingual model?
- When is English used?
- What about learning speech?
What is bilingualism?
Bilingualism is knowing and using two languages in everyday situations by an individual.
Who is considered bilingual?
Deaf people are bilingual because they use both a signed language, such as American Sign Language (ASL) or French Sign Language (LSF), and the majority language, such as English or French, on a daily basis. Often times the majority language is used by deaf individuals through reading and writing, but this can also include oral modes of communication. A person does not have to be equally proficient in two languages to be considered bilingual.
Why educate deaf and hard of hearing students through an ASL/English bilingual model?
Research has consistently shown that deaf students with deaf parents achieve higher levels of English and academic achievement than other deaf students. Knowing this, it is logical that these students are getting information that the majority of deaf students are missing. Students who have higher levels of ASL proficiency also have higher levels of English literacy. (Strong and Prinz, 1997)
In ASL/English bilingual programs, ASL is used to learn and explain English and, likewise, English is used to learn and explain ASL. With facilitation, students who understand a concept in one language can transfer that same knowledge to a second language. This use of two languages promotes higher levels of language and literacy development.
This method of bilingual instruction also gives students accessible, meaningful learning experiences and pride in their languages. The goal is for students to attain a higher level of internal motivation for learning and using both languages, and therefore achieve higher levels of social and academic achievement.
When is English used?
While much of the instruction and communication takes place in ASL, English is also constantly embedded throughout the day.
Teachers monitor students' development of proficiency in and using both languages. Through this process, students increase literacy skills in both ASL and English. In an ASL/English bilingual program, students learn that the two languages are equally important, and they experience meaningful situations in which each language is used.
What about learning speech?
During certain times of the day spoken English is available to students in either a contained or integrated setting. Additionally, North Star provides support services for the continued development of speech skills as requested by families.
If you would like to read more about the role of speech in ASL/ English bilingual programs, the Clerc Center covers more detail in "Where Does Speech Fit In?"
For More Information on Bilingual Education for Deaf Students:
- Bilingual/Bicultural Resources from the Clerc Center's Publications and Information Dissemination
- Educational Resources Information Center - Educating Children Who Are Deaf or Hard of Hearing: Bilingual-Bicultural Education
- Gallaudet University Laurent Clerc National Deaf Education Center - "Where Does Speech Fit In? Spoken English in a Bilingual Context"
- The NAD Position Paper on ASL and Bilingual Education
- CAL Digest - American Sign Language as a Foreign Language
- Bilingual-Bicultural Education of Deaf/Hard-of- Hearing Children
- Deaf Education Website
- RIT Library - Bilingual Bicultural Deaf Resources
- American Sign Language to English: Practical Applications for the Classroom
- Bilingual-Bicultural Education for Deaf Students: Why and Why Not
- Canadian Cultural Society of the Deaf - Bilingual Bicultural Deaf Education
- The British Deaf Association on Bilingual Education
References
Bailes, C. (2000) Integrative ASL-English language arts: Bridging paths to literacy. Sign Language Studies, 1(2), 147- 174.
Erting, C. (1992). Deafness and literacy: Why can't Sam read? Sign Language Studies, 75, 97-112.
Graney, S. (1998). Where does speech fit in? Spoken English in a bilingual context. Working paper, Gallaudet Research Institute, Washington, DC.
Grosjean, F. (1992). The bilingual and bicultural person in the hearing and deaf world. Sign Language Studies, 77, 307-320.
Hansen, B. (1994). Trends in the progress towards bilingual education for deaf children in Denmark. In C. Erting, R. Johnson, D. Smith, & B. Snider (Eds.), The Deaf way: Perspectives from the International Conference on Deaf Culture. Washington, D.C.: Gallaudet University Press.
Johnson, R., Liddel, S. & Erting, C. (1989). Unlocking the curriculum: Principles for achieving access in deaf education. Working paper 89-3, Gallaudet Research Institute, Washington, DC.
Mahshie, S.N. (1995). Educating deaf children bilingually. Washington, DC: Gallaudet University Laurent Clerc National Deaf Education Center.
Mahshie, S.N. (1997). A first language: Whose choice is it? Washington, DC: Gallaudet University Laurent Clerc National Deaf Education Center.
Nelson, K. (1998). ASL proficiency and English literacy acquisition: New perspectives. In Prinz (Ed.) Topics in language Disorders 18(4). Fredrick, MD: Aspen.
Nover, S., Christensen, K., & Cheng, L. (1998). Development of ASL and English compentence for learners who are deaf.
Nover, S. & Moll, L. (1997). Cultural mediation of deaf cognition. In Mary P. Moeller & Brenda Schick (Ed.), Deafness and diversity: Sociolinguistics issues (pp. 39-50). Omaha, NE: Boys Town National Research Hopsital.
Padden, C. & Ramsey, C. (1998). Reading ability in signing deaf children. Topics in Language Disorders, 18(4), 30-46.
Strong, M., & Prinz, P. (1997). A study of the relationship between American Sign Language and English literacy. Journal of Deaf Studies and Deaf Education, 2(1), 37-46.
Wilbur, R. (Winter 2000). The use of ASL to support the development of English and literacy. Journal of Deaf Studies and Deaf Education, 5(1), 81-104.