Language is caught not taught
Parents’ use of bimodal bilingualism with their deaf children
Bibliographic Data
| ID | 7156201 |
|---|---|
| Authors | Ashley N Greene (0000-0002-5778-7735, Lamar University, corresponding author), Danielle Goyette (Lamar University), Holly V Metcalf (Lamar University), Latoya K Dixon (Lamar University), Adele Ann Eberwein (0009-0001-6553-3006, Lamar University), M Diane Clark (0000-0002-0339-4119, Lamar University), Diane M Clark (0000-0001-7429-7124, Lamar University) |
| Year | 2025 |
| Volume | 29 |
| Issue | 6 |
| Pages | 1707-1723 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0069 • E-ISSN: 1756-6878 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/13670069241287693 |
| OpenAlex | W4404997722 |
| Language | EN |
| Citations received | 2 |
| References cited | 34 |
Aims and objectives: Bimodal bilingualism is a relatively new model for deaf children that involves the learning and utilization of two languages in the United States: American Sign Language (ASL) in the visual modality and English or another spoken language in the auditory modality. This approach involves using both sign language (visual modality) and spoken or written language (aural/oral modality). Methodology: A qualitative content analysis was conducted using semi-structured interviews to collect data from parents using a bimodal bilingual philosophy to raise their children. Data and analysis: This study investigated factors influencing parents’ decisions regarding the bimodal and bilingual development of their deaf child. A total of 14 families were identified. Findings: Most parents stated that they either knew or were exposed to deaf people and ASL or could obtain early intervention and support, knowing how to find resources for their child. Parents expressed a strong desire for their deaf child to be fully integrated into their family dynamics. They expressed high expectations for their child and saw them like any other family member. These parents valued bilingualism and did not see that bimodal bilingualism differed from learning two spoken languages. Originality: The model of bimodal bilingualism is relatively unknown, and no current studies have touched on multiple families’ choice to utilize bimodal bilingualism with their deaf children and what consequences emerged from doing so. Implications: Families that choose to utilize only oral/aural practices with their deaf child may notice negative effects on their child’s language development. Limitations: A future study should include more families, especially those with diverse cultures and backgrounds
American Sign Language · Developmental psychology · Language development · Language interpretation · Linguistics · Neuroscience of multilingualism · Sign language · Sociolinguistics of sign languages · Spoken language · Hand Gesture Recognition Systems · Hearing Impairment and Communication · Language, Discourse, Communication Strategies · Psychology
Bilingualism
Perceptual optimization of language
Hearing parents learning American Sign Language with their deaf children
What You Don’t Know Can Hurt You
Early Intervention Protocols
Deaf Parents of Cochlear-Implanted Children
Spoken English Language Development Among Native Signing Children With Cochlear Implants
Deaf children, home language environments, and reciprocal–contingent family interactions
Dinner Table Syndrome
Speaking Out for Language
Purposeful Sampling in Qualitative Research Synthesis
Qualitative Content Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |