SLP s Personal Shift in Language Pedagogy as a Parent of a Deaf Child Benefits of Speech and Sign

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1 SLP s Personal Shift in Language Pedagogy as a Parent of a Deaf Child Benefits of Speech and Sign Lynn Gold, M.A. Speech Language Pathologist Anaheim School District, CA Erika Thompson, M.A., Community Resource Specialist, California Deaf Education Resource Center

2 In the beginning Meningitis at 6 months old Profoundly deaf by 9 months old Parent experienced grief What can I do?

3 Parent Education How to communicate with the deaf child

4 Early Communication Journey Erika s 2 nd birthday Summer PIP Program Brain is most receptive to language acquisition during the early critical period (ages 0-5) Parent / child relationship

5 Language Foundation and Acquisition Trust and being in the know Speech and sign language in the same auditory language cortex Brain is pattern-hungry for the whole meal Children learn while waiting for cochlear implants Lewislitjournal.wordpress.com Gleason (2000); Magnuson (2000); Malloy (2003) Petitto, Brain and Language Laboratory, National Science Foundation Science of Learning VL2

6 Learning two languages will not be confusing or cause delays Brain s capacity to acquire both visual and spoken language without detriment to the development of either No documented evidence demonstrates that ASL inhibits the development of Spoken English Need for access to a complete linguistic code during early development to be Kindergarten-ready Connor (2002); Humphries, et al (2012); Scheele, Leseman, & Mayo (2010) Melllon, et al (2015); Drasgow, E (1998), Lederberg, A.R. & Everhart, V.S. (1998) VL2

7 A language foundation with expanded vocabulary contributes to spoken language development Strength-based learning Early acquisition of a first language can facilitate the acquisition of a second language More gestures and signs help increase spoken language skills Expanded vocabulary base in both languages combined Yoshinaga-Itano, C. (2005), Volterra, et al (2006); Connor (2002) Humphries, et al (2012); Scheele, Leseman, & Mayo (2010); Brady (2000) VL2

8 Parents signing skills predicts later language development in deaf children Better language performance in deaf and hard of hearing children Buffered the negative effects of late enrollment in early intervention programs More competence in social, cognitive, and linguistic development due to active linguistic interaction with parents from an early age Parents signing fluency needs not precede communication with the child Moeller, M. P. (2000); Grosjean (2008); Magnuson (2000) VL2: Dr. Suzanne Scott

9 Family and community involvement produce greater language development outcomes VL2

10 Acquiring a complete first language during early childhood is critical for later reading comprehension Talking about and enjoying stories through signs ASL fingerspelling demonstrates sounds of words From Pre-school to Shakespeare Mental jugglers with great cognitive control in language selection process Results in increased attentional and inhibitory control, and better working memory performance Van Hell & Dijkstra (2002); Kovelman, Baker & Pettito (2008) Morford, Wilkinson, Viliwock, Pinar & Kroll (2011); Bialystok & Feng (2009) VL2

11 The advantages of learning two languages (ASL/ English) Early vocabulary expansion Early language milestones and ability to transfer Communicative and cognitive flexibility Metalinguistic awareness Problem solving skills Greater cultural access Phonological development in both languages Safeguarding language acquisition Social-emotional development Hearing children with deaf parents also achieve milestones Humphries, et al (2012); Scheele, Leseman, & Mayo (2010) VL2

12 The benefits of ASL/English bilingualism last a lifetime Positive, lasting relationships between the teen or adult deaf child and families Access to diverse communities, experiences, and perspectives Lifetime relationships with both ASL signers and English speakers Humphries, et al (2012); Scheele, Leseman, & Mayo (2010) VL2

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14 Understand how the child access for information: How the deaf child accesses and expresses information visually/signed, aurally/spoken, or somewhere in between? Different stage progression of skills Nussbaum & Scott, 2011

15 Something to take home Promote all language learning and developments in all aspects Encourage the best of both depending on individuals Sign with others whenever the child is present to give exposure to the full range of interactions Surround the child with books, storytelling, and reading to embrace English and show the ASL connection to English Use English with the child in real-life situations ( , journal, text, social media, notes) Provide opportunities for the child to see language models and interactions styles used by the community (deaf peers, deaf adults, etc.) Allow the child to see English and ASL used in both casual and formal or artistic settings Give the child as many tools as possible to be happy and successful

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17 Readings, References, and Resources Baker, S. (2011, January). Advantages of early visual language (Research Brief No. 2). Washington, DC: Visual Language and Visual Learning Science of Learning Center. Fish, S., & Morford, J.P. (2012, June). The benefits of bilingualism: Impacts on language and cognitive development (Research Brief No. 7). Washington, DC: Visual Language and Visual Learning Science of Learning Center. Malloy, T.V. (2003, July). Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It. American Society for Deaf Children. ageforall-english.pdf Everything You Always Wanted to Know About An ASL/English Bimodal Bilingual Approach. Laurent Clerc National Deaf Education Center. Gallaudet University. EnglishBimodalBilingualWebinarPartand20II.pdf