A person who is bicultural can move freely within and between two different cultures. Biculturalism implies an understanding of the mores, customs, practices, and expectations of members of a cultural group and the ability to adapt to their expectations" (Finnegan, 1992, p.1). Bilingualism involves the ability to use two different languages successfully. Some individuals may be stronger in one language, some in the other, some may blend the two languages into a pidgin (Maxwell, 1991). Individuals who are Deaf are considered bilingual if they are able to communicate effectively in both American Sign Language (ASL) and English or the spoken language of their country. They are considered bicultural if they are capable of functioning in both the Deaf community and the majority culture.
Although there is no standardized formula defining bilingual-bicultural programs, they are founded on a common set of principles. A basic premise of bilingual-bicultural education is that all children should develop communicative competency. This is a challenge because more than 90 percent of children who are Deaf have hearing parents or caregivers who must learn ASL as a second language.
Education programs that follow the bilingual-bicultural philosophy work with parents/caregivers to help them realize the special linguistic, educational, and social needs of their child(ren) who are Deaf and to help them realize the importance of early language acquisition. Deaf children who develop language late are less proficient than those who develop an early first language (Newport & Sapulla, 1987). Helen Neville's research at the Salk Institute's Laboratory for Cognitive Neuroscience also shows that children must learn a language during their first five years or so, before the brain's neural connections are locked in place, or risk permanent linguistic impairment (Wolkomir, 1992). "What suffers is the ability to learn grammar. As children mature, their brain organization becomes increasingly rigid. By puberty, it is largely complete. This spells trouble because most deaf youngsters learn language late; their parents are hearing and do not know ASL, and the children have little or no contact with deaf people when young." (p. 36)
Since it is the grammar of languages that distinguishes them most significantly from one another (most spoken languages have similar pragmatic or social functions and similar sound systems), the early assault on the ability to learn grammar makes the development of a sound language system even more compelling.
Bilingual-bicultural programs differ from other programs most notably by their approach to first language acquisition. While bilingual-bicultural programs have respect for both ASL and English, these programs advocate for ASL to be the first language of children who are deaf. "Research has shown that effective language has to be fast and clear. ASL is an efficient language for visual learning and is easier for Deaf children to acquire as a first language than any form of English" (Finnegan, 1992, p. 7). Johnson, Liddell, Ertling (1989) stated that ASL is the language choice of adults who are deaf, and it offers access to the school curriculum and other world knowledge. A solid foundation in a first language leads to better English performance over time, and skills transfer from one language to another.
Teaching ASL as the first language for Deaf children has additional benefits. ASL is the language of Deaf people throughout North America. Proficiency in ASL automatically allows membership in the Deaf community and in cultural events that occur in communities where Deaf people live. This membership is vital to Deaf children because it promotes a healthy view of who they are as human beings and increases self-esteem and confidence in their abilities to interact in a wide array of situations.
The bilingual-bicultural approach recognizes that ASL and English are two distinct languages in the same way that, for example, French and German are distinct languages. ASL is a complete language with its own grammar, syntax, and rules for interaction. Signing ASL and speaking English cannot be performed simultaneously with a great degree of success; therefore, when signing ASL one should not attempt to speak English. Speaking English when signing deteriorates the visual signal resulting in an inferior production of signs as well as inferior use of spoken English. The goal is clear and proficient production of ASL.
Published From ERIC EC Digest #E553
Authors: Sharon and Keith Baker
For more information, see:
Gallaudet University
National Association of the Deaf
Although there is no standardized formula defining bilingual-bicultural programs, they are founded on a common set of principles. A basic premise of bilingual-bicultural education is that all children should develop communicative competency. This is a challenge because more than 90 percent of children who are Deaf have hearing parents or caregivers who must learn ASL as a second language.
Education programs that follow the bilingual-bicultural philosophy work with parents/caregivers to help them realize the special linguistic, educational, and social needs of their child(ren) who are Deaf and to help them realize the importance of early language acquisition. Deaf children who develop language late are less proficient than those who develop an early first language (Newport & Sapulla, 1987). Helen Neville's research at the Salk Institute's Laboratory for Cognitive Neuroscience also shows that children must learn a language during their first five years or so, before the brain's neural connections are locked in place, or risk permanent linguistic impairment (Wolkomir, 1992). "What suffers is the ability to learn grammar. As children mature, their brain organization becomes increasingly rigid. By puberty, it is largely complete. This spells trouble because most deaf youngsters learn language late; their parents are hearing and do not know ASL, and the children have little or no contact with deaf people when young." (p. 36)
Since it is the grammar of languages that distinguishes them most significantly from one another (most spoken languages have similar pragmatic or social functions and similar sound systems), the early assault on the ability to learn grammar makes the development of a sound language system even more compelling.
Bilingual-bicultural programs differ from other programs most notably by their approach to first language acquisition. While bilingual-bicultural programs have respect for both ASL and English, these programs advocate for ASL to be the first language of children who are deaf. "Research has shown that effective language has to be fast and clear. ASL is an efficient language for visual learning and is easier for Deaf children to acquire as a first language than any form of English" (Finnegan, 1992, p. 7). Johnson, Liddell, Ertling (1989) stated that ASL is the language choice of adults who are deaf, and it offers access to the school curriculum and other world knowledge. A solid foundation in a first language leads to better English performance over time, and skills transfer from one language to another.
Teaching ASL as the first language for Deaf children has additional benefits. ASL is the language of Deaf people throughout North America. Proficiency in ASL automatically allows membership in the Deaf community and in cultural events that occur in communities where Deaf people live. This membership is vital to Deaf children because it promotes a healthy view of who they are as human beings and increases self-esteem and confidence in their abilities to interact in a wide array of situations.
The bilingual-bicultural approach recognizes that ASL and English are two distinct languages in the same way that, for example, French and German are distinct languages. ASL is a complete language with its own grammar, syntax, and rules for interaction. Signing ASL and speaking English cannot be performed simultaneously with a great degree of success; therefore, when signing ASL one should not attempt to speak English. Speaking English when signing deteriorates the visual signal resulting in an inferior production of signs as well as inferior use of spoken English. The goal is clear and proficient production of ASL.
Published From ERIC EC Digest #E553
Authors: Sharon and Keith Baker
For more information, see:
Gallaudet University
National Association of the Deaf
