Resumen de Language is caught not taught: parents’ use of bimodal bilingualism with their deaf children

Ashley N. Greene, Danielle Goyette, Holly V. Metcalf, Latoya K. Dixon, Adele Ann Eberwein, M. Diane Clark

• Aims and objectives:Bimodal bilingualism is a relatively new model for deaf children that involves the learning and utilization of two languages in the United States: American Sign Language (ASL) in the visual modality and English or another spoken language in the auditory modality. This approach involves using both sign language (visual modality) and spoken or written language (aural/oral modality).

  Methodology:A qualitative content analysis was conducted using semi-structured interviews to collect data from parents using a bimodal bilingual philosophy to raise their children.

  Data and analysis:This study investigated factors influencing parents’ decisions regarding the bimodal and bilingual development of their deaf child. A total of 14 families were identified.

  Findings:Most parents stated that they either knew or were exposed to deaf people and ASL or could obtain early intervention and support, knowing how to find resources for their child. Parents expressed a strong desire for their deaf child to be fully integrated into their family dynamics. They expressed high expectations for their child and saw them like any other family member. These parents valued bilingualism and did not see that bimodal bilingualism differed from learning two spoken languages.

  Originality:The model of bimodal bilingualism is relatively unknown, and no current studies have touched on multiple families’ choice to utilize bimodal bilingualism with their deaf children and what consequences emerged from doing so.

  Implications:Families that choose to utilize only oral/aural practices with their deaf child may notice negative effects on their child’s language development.

  Limitations:A future study should include more families, especially those with diverse cultures and backgrounds.