Language First Learning Library

Course description: This presentation will present an argument that the research community is acutely aware of all the potentially negative effects of not signing with deaf children—linguistically, socioemotionally, and cognitively—and of the many positive effects of bilingualism. Yet professionals in the field continue to encourage parents to focus primarily on listening and spoken language and, in some cases, even discourage parents from signing with their children. The explanation offered for this gross disparity between science and practice is the psychological boundary between able and disabled, between normal and abnormal, that prevents us from seeing sign language as the truly invaluable linguistic and cultural resource that it is. Given the intractability of ableism, the presenter argues for going beyond research and training, and using public policy and the law to protect the language rights of deaf and hard of hearing children.

Agenda:

20 minutes: Present research findings on the linguistic, cognitive, and social-emotional effects of language deprivation

20 minutes: Present research findings on the benefits of bilingualism generally, and sign bilingualism in particular

20 minutes: Discuss public policy initiatives aimed to help prevent language deprivation

Learner outcomes:

Participants will be able to:

1. State the research findings on the linguistic, cognitive, and social-emotional effects of language deprivation
2. State the research findings on the benefits of bilingualism generally, and sign bilingualism in particular
3. State public policy initiatives aimed to help prevent language deprivation