Bilingual and Multilingual Education for Deaf Students, Linguistic Minorities

Introduction

Language is a critical component of deaf learners’ education, so ensuring that they can acquire comprehensible language input remains a dire concern. Previous research shows that most deaf children do not have access to comprehensible language input during their early years (Hall et al., 2017; Henner et al., 2016; Mayberry, 2010; Meadow-Orlans et al., 2003). For example, the majority of deaf children are born into hearing families that may not utilize sign language to communicate with them (Jackson et al., 2008; Mitchell & Karchmer, 2004). Since language choice depends on their parents, deaf children’s first language may either be sign language, spoken language, or both. Importantly, parents’ choices and how they support their children’s options can result in language delay or even language deprivation (Humphries et al., 2016). Consequently, most deaf children first enter school lacking competence in any language, whether signed or spoken (Johnson et al., 1989; Krausneker, 2008).

Although research shows that the early acquisition of American Sign Language (ASL) and ASL proficiency can impact students’ literacy skills in school, the child is expected to use the language of instruction, which is usually a spoken language, such as English, Arabic, or Spanish (Freel et al., 2011; Hoffmeister, 2000; Strong & Prinz, 1997). This is the case regardless of whether they have yet acquired sign language. The research also demonstrates that deaf learners are continuing to graduate high school with lower reading comprehension and literacy skills, which impact their overall academic achievement (Mitchell, 2008; Qi & Mitchell, 2012; Pagliaro, 2010; Traxler, 2000).

Additionally, language delay or deprivation results in most deaf children missing out on incidental learning, which begins at home and is referred to as “dinner table syndrome” (Meek, 2020). This phenomenon excludes deaf children from conversations in their homes and other social environments, which are essential for incidental learning because they help build a child’s reserve of knowledge (Hall et al., 2017; Meek, 2020). Due to their lack of adequate language skills and prior reserve of knowledge, deaf children begin school with certain disadvantages, as compared to their hearing peers; therefore, in order to catch up, they need more support from the education system to use their native language in their school daily life effectively. These factors may contribute to deaf learners’ graduating with lower literacy skills than those of their hearing peers.

Educators, researchers, and professionals in deaf education around the world recognize the importance of bilingual and bicultural education for deaf and hard-of-hearing (DHH) students. With strong support for this philosophy in deaf education, stakeholders are implementing a series of rapid changes to improve the situation. Although considerable improvements have been made to enable DHH students to attend public school, effectively implementing a bilingual education philosophy and improving DHH education involve significant challenges. This chapter discusses some of the language issues and challenges that DHH students face in the school environment and argues that successful bilingual and multilingual education programs, including professional training in deaf education around of the world, are necessary for DHH students.