Where Does Speech Fit In? Spoken English in a Bilingual Context
Is He Still Talking
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Where Does Speech Fit In? Spoken English in a Bilingual Context Is He Still Talking
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About the Author Is He Still Talking? Factors Involved in Spoken English Development Sign vs. Speech Realistic Expectations Using Bilingual Strategies Conclusion References Sharing Ideas Home Page |
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J. is a 10-year-old boy with a progressive hearing loss. Prior to coming to Delaware School for the Deaf, he was educated in a
public school classroom. His articulation skills were well-developed, but his English language development was delayed. It was
obvious he was accustomed to working very hard-using context and guess work-to figure out what was going on around him. J.
learned sign language very quickly. He is now able to use American Sign Language (ASL) in addition to English to access
information and express himself.
But..."Is he still talking?" This was the first question the speech-language therapist from his former placement asked me when we met recently. Her concern represents a common misconception that children exposed to American Sign Language (ASL) will not develop or will not continue to use their spoken English skills. It is my experience that the opposite is true. When a deaf or hard of hearing child develops a solid language base through natural timely acquisition of signed language, this competence-and the child's growing experience of how language works-can be used to support the task of learning the less accessible spoken language. This does not imply that all deaf and hard of hearing children can and will develop fully functional spoken English skills; however, given a strong first language combined with meaningful exposure to a second language through face-to-face interaction and emerging literacy, each child's communication skills can be maximized. This paper will discuss some of the factors that influence deaf and hard of hearing children's spoken English development. It will discuss a number of practical and philosophical issues related to maximizing deaf and hard of hearing children's communication with the majority within an educational environment that capitalizes on ASL as a fully-accessible language for classroom instruction. The purpose of this paper is not to give a step-by-step guide to teaching spoken English skills, but to begin to establish a framework for assessing and developing each individual's communication skills. Current trends in the education of deaf and hard of hearing children have opened new possibilities for innovative and effective ways to promote spoken English development. By appreciating the cultural identity of each child and capitalizing on his or her linguistic strengths, educators can better support their students' understanding of and proficiency in the majority language, therefore allowing the child to succeed academically (Cummins, 1986). A speech-language therapist who holds this perspective can help to foster a communicative process that includes spoken and written English as well as American Sign Language. Collaboration with classroom teachers, consultation with deaf and hard of hearing professionals, and utilization of the child's family and community for meaningful experiences-these are a few of the important components in developing a child's full linguistic potential without sacrificing academic achievement or social-emotional well-being.
Contact Ken Kurlychek with comments or suggestions about this web page. Last modified May 4, 1998 Copyright © 1997 All Rights Reserved Laurent Clerc National Deaf Education Center
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