That's Not True!: Common Myths About The Bilingual Pathway Debunked

The signed bilingual journey brings so much richness and substance to a deaf and hard of hearing child's world, however the reality is, that this approach is often denied to deaf kids based on outdated views, misconceptions and a strong focus on a 'medical model' of intervention.

Let's explore and debunk 4 common myths we come across for excluding a signed language from a deaf child's language journey:

Myth 1: Using a Signed Language Instead of Focusing on Speech Will Confuse Deaf Children

One common myth is that using a signed language will somehow confuse a deaf or hard of hearing child and impact their spoken language outcomes. However, research shows that bilingualism, including the use of signed languages, does not cause confusion, cognitive overload or negatively hinder speech development.

In fact, if we look at bilingual individuals in general, many often exhibit enhanced cognitive abilities, such as problem-solving skills and the ability to multitask and move between various areas of focus. Additionally, the inclusion of a signed language from birth for deaf children has been shown to support spoken language development as there is a foundational and accessible language in which they can connect to the spoken words and phrases they are aiming to understand. 

For deaf children, learning a signed language alongside spoken language can provide a strong foundation for communication, facilitating better cognitive development, language and communication skills and allow multiple avenues in which to understand and 'bank' more complex vocabulary and concepts.

Myth 2: Deaf Children Will 'Learn to Rely' on Signed Languages and Not Speak

The notion that deaf children will "rely" on signed languages, thereby neglecting speech, is based on the poor misconception that signed languages should not be relied on because they are not "true languages" and do not provide the same benefits as spoken modalities. This is completely false.

Signed languages are fully-fledged, rich languages with their own grammar, syntax, lexicon and semantic framework. They offer a rich linguistic environment that, as already mentioned, only supports the development of spoken language skills along with so many other critical areas of development. Humphries et al. 2022, emphasises that "sign languages support analogical-reasoning abilities, executive function, non-verbal working memory and the wide range of cognitive abilities that spoken languages support; the human need for language is satisfied equally by sign languages and spoken languages".

Many deaf children who learn a signed language alongside a spoken language (particularly in the first 3 - 5 years of life) are actually able to use and manipulate specific elements from each modality to better understand their world in a more effective way than if they only had the auditory avenue in which to make meaning.

Myth 3: Signing and Speaking at the Same Time (SimCom) is Bilingualism

Simultaneous Communication (SimCom), which involves signing and speaking at the same time, is often mistaken for bilingualism (and even cited as a 'bilingual mode' in many research articles, which is a little scary!). However, as we know, true bilingualism involves the exposure and development of two distinct and separate languages, each with its own structure, use, form and nuances.

When we exclusively use SimCom with deaf and hard of hearing children, this can often compromise the grammatical integrity of both languages with one generally dominating over the other, leading to an incomplete bilingual model for these children.

That is not to say that SimCom cannot be used by families (as we know most hearing parents are at the beginning of their sign journey and so often default to SimCom when building their signed skills). This is absolutely fine and there is still research that shows this form of communication with our deaf children has its benefits. However, it's not the role of a parent to be the proficient signed model for their child. It's about bringing in fluent and native models to support and expose our deaf children to that rich, full language as frequently and as consistently as we can manage. 

At the end of the day, effective bilingual intervention respects the unique characteristics and structure of each language - signed or spoken - and this needs to be at the forefront if we want to see that proficiency with our kids long-term!

Myth 4: Including Signed Languages in a Deaf Child's Language Journey is Not Necessary Anymore

This is a common one - particularly when discussing bilingualism with those in the medical space. Many people believe that signed languages are no longer necessary because of the advancement in technological devices to support that auditory input. However, regardless of new technology, these devices can never replicate the natural ear system and the intricacies involved to create a clear hearing pathway. Outcomes with hearing devices still vary greatly among deaf and hard of hearing children, with a range of factors influencing their success (many of these being outside out control!).

Signed languages fill this gap beautifully and ensure that families do not have to "put all their eggs in the auditory basket" when it comes to their deaf child's language development. Furthermore, contrary to the belief of those working within the medical model: signed languages are actually increasing in use across the globe, particularly with orally raised deaf people, who find and connect to these languages later in life after recognising they are craving a community who understand and can connect with their journey.

Bilingualism and the inclusion of a signed language in a deaf child's world, is not just about safeguarding their linguistic, cognitive and social outcomes - but it's also ensuring their connection to culture and a community of deaf and hard of hearing peers and mentors who 'get' their experience at a level us as hearing parents and people simply cannot. When we given them every avenue for understanding and navigating their world, we are truly providing them with the tools they need to thrive well into the future!

Clare x

Further reading:

Deaf Children Need Rich Language Input from the Start: Support in Advising Parents

Deaf children need language, not (just) speech

Language deprivation syndrome: a possible neurodevelopmental disorder with sociocultural origins