ASL Rose Newsletter
Vol. 6 No. 1
January 2012

ASL-English Bilinguals Are as Unique as Snowflakes

Snowflakes come in millions of different sizes, shapes and designs. Although they all have six points, they never have the exact same size or shape.  Each snowflake has a complex pattern, yet everything is in perfectly symmetrical.  Individually, snowflakes are filled with intricate beauty and collectively they come together to form a stunning landscape.   Just like snowflakes, ASL-English text bilinguals are unique.

Does bilingualism really equal brain power?  Yes!  Research has shown that utilizing multiple languages boosts brain function.  A study conducted by cognitive neuroscientist Dr. Laura-Ann Petitto illustrates using the latest fNIRS brain-mapping technology that bilingualism uses an increased and varied range of brain tissue, uncovering areas that were previously not linked to linguistic processing (Petitto, et al. 2009).  As Dr. Petitto continues to uncover the processes and benefits behind bilingualism, ASL Rose would like to offer her our congratulations on the grand opening of the Brain and Language Laboratory (BL2) at Gallaudet University.  Under her direction, the researchers at the BL2 will continue to study the bilingualism and the brain, to make even greater strides in understanding human cognitive and linguistic processes.

Besides increased brain surface area function there are countless additional benefits of being ASL-English bilinguals.  But what is truly exceptional is that while each ASL-English bilingual is unique, each comes together in perfect symmetry to create beauty, just like snowflakes.  It is in this spirit that we salute ASL-English bilinguals for their uniqueness.

Like snowflakes, ASL-English bilinguals have six points:

1. Bilingual - ASL-English bilinguals know and use two languages.  The goal for Deaf bilinguals is achieving equal proficiency in both ASL and English; thus, they should be “balanced ASL-written English bilinguals” (Baker, 2006; Kannapell, 1989).  Knowing more than one language is more important today than ever before in today’s increasingly multicultural world and studies have shown that bilinguals (such as spoken Spanish-written English or signed German-written German) tend to outperform monolinguals in many different tests (King & Mackey, 2007). Bilinguals appear to be more flexible and analytical in language skills, and may be ready earlier than monolinguals to learn to read (Ben-Zeev, 1977a; Baker, 2006).  Watch this video clip of how Elizabeth Ann, a six-year-old (just turned 6) Deaf ASL-English girl signing and reading in both ASL and English with her Deaf ASL-English mother, Amy. ASL-English bilinguals are unique because they have linguistic advantages, including increased flexibility and analytical ability in language skills, and are ready to read earlier.
   
   
2. Bicultural - Since ASL-English bilinguals use two languages, they automatically live in two cultures.  Language and culture cannot be separated.   Studies show that biculturalism----operating in two or more cultures individually and within society----is beneficial to one’s social and cultural development.  As Steve McCarty, a professor at Osaka Jogakuin College, writes, “. . .becoming bicultural seems to be both an advanced attainment and difficult to understand if one has not experienced it.  Given positive social attitudes toward linguistic and cultural diversity, the second language and culture do not take anything away from one's native heritage but are additive and enriching. . . Having more than one language and culture is a resource for the society and gives the individual more choices in behavior and thought, therefore more freedom” (McCarty 2007).  Please view this video clip produced by Barb Wingfield one hot day during the summertime where all ASL-English bilinguals are having a good time at swimming pool.  Watch how they communicate and socialize with each other.  This is an example of bicultural scenario because there are various backgrounds of ASL-English bilinguals.  Some of them are profoundly Deaf.  Some of them are hard of hearing.  One of them has a cochlear implant.  Some of them speak clearly.  One of them is hearing.  Some of them skipped a grade in school. ASL-English bilinguals are unique because they experience greater cultural diversity, and are intellectually enriched by experiencing this.
   
   
3. Bilingualism and the Brain - ASL-English bilinguals’ brains function differently compared to monolinguals’ brains.  Studies show that bilingualism can lead to higher intelligence (Baker, 2006). Bilinguals have advantages in multiple thinking styles, divergent thinking, creativity, earlier metalinguistic awareness and communicative sensitivity (Poulin-Dubois, Diane et al. 2011).  Research on the metalinguistic advantages of bilinguals strongly suggests bilinguals are aware of language at an early age, separating form from meaning, and having reading readiness earlier than monolinguals.  Bilinguals also are more sensitive to the fact that language is a system that can be analyzed or played with.  In her study linking bilingualism and positive cognitive benefits, Anita Ianco-Worrall concluded that bilinguals reach a stage of semantic development some two to three years earlier than their monolingual peers (Ianco-Worrall 1972).  A recent study by Concordia and York Universities and the Universite de Provence showed that bilingual children as young as two years old show greater cognitive flexibility than those who are monolingual (Poulin-Dubois, Diane et al. 2011).  Based on the outcome of these and other studies, it is clear that Deaf ASL-English bilinguals should invest in both signed language and written language for many reasons, including greater cognitive flexibility.  In this video, see how a 19-month-old deaf toddler signs when reading English text. ASL-English bilinguals are unique because they have the capacity to develop greater intelligence, exceptional metalinguistic awareness and cognitive development.
   
   
4. Visually-based - ASL-English bilinguals use visual-based learning methods instead of audio-based learning methods.  This means that by nature they learn everything—especially language—visually.  This includes the language acquisition of ASL, which uses cheremes (parameters) instead of phonics as a means of displaying vocabulary and grammar.  It is critical that deaf children start learning and building an ASL vocabulary when they are babies or very young in early formal education settings (Nover & Andrews, 2000; Valli & Lucas, 2000).  Many deaf children start by learning the American alphabet instead of learning ASL handshapes, but an alternative approach to teaching young children in accordance with their natural visual-based learning methods is to center lessons around handshapes rather than letters.  Choose a specific handshape and have children list (or learn) the signs for that handshape, and associate the English words with the signs for that particular handshape.  Start with three-letter words, and work up to longer words (Simms, Andrews & Smith, 2006; Smith & Jacobowitz, 2005). An excellent example of this concept is shown in the “Happy Thanksgiving” ASL poem by a Deaf ASL-English bilingual, Jehanne McCollough.  She has been exposed to ASL since birth. ASL-English bilinguals are unique because they use cheremes (parameters) to learn visually instead of phonetics.
   
   
5. Early self-expression - ASL-English bilinguals who learn ASL as babies can express themselves even before their vocal chords are developed, leading to happier babies with greater communication skills.  The acquisition of ASL may be faster than that of spoken language; research has shown that Deaf children tend to produce signs two to three months earlier than their hearing counterparts (Moore, Acredolo & Goodwyn 2001).  Because parents want to communicate with their children as early as possible, and aid in the development of language and cognitive processes, teaching signs to hearing babies has become a widespread practice as well. Hearing babies usually begin speaking 2-3 months after learning their first signs.  Check out this amazing video of a Deaf ASL-English father, Eric, signing to his one-month-old deaf daughter, Erika and asking her to copy him sticking his tongue out. She did. Just keep in mind she is only a month old. ASL-English bilinguals are unique in having access to early self-expression through ASL, thus leading to greater language and cognitive development.
   
   
6. Communication modalities - ASL-English bilinguals have two separate modalities of communicating: ASL (visual) and English (written).  Users of spoken languages tend to focus on the audio communication modality. For instance, a hearing bilingual fluent in English and German usually learn and speak both languages utilizing the audio communication modality.  Deaf ASL-English bilinguals who have some hearing still do not have full access to spoken language as they do with the visual communication modality.  Therefore, Deaf bilinguals tend to access English more effectively or sometimes exclusively through the written modality.  Some Deaf bilinguals, particularly those who have limited residual or no hearing, or don’t have full language access because of other circumstances may need an ASL emphasis.  As a language ASL is unique because it operates in visual, gestural and spatial modalities.  Therefore an ASL-English bilingual will have higher capabilities of accommodating different communication techniques and dealing with different communication. situations because of his or her practice in communicating through different visual, gestural, special, written, and possibly spoken linguistic modalities.  This video clip shows two ASL-English toddlers conversing in car on the topic of transportation and their father’s car being fixed.  ASL-English bilinguals are unique in that, as a result of their being deaf and visual, they use separate communication modalities for each language.   Or in that, as a result of their being deaf and visual, they use one communication modality for each language.

ASL-English bilingualism truly offers a world of linguistic, cultural and intellectual benefits.   Talk to the educational providers you know about the brain-boosting benefits of a bilingual education for all learners.  ASL Rose extends our heartfelt gratitude for your readership, and our warmest wishes for a wonderful new year.

The picture on the top of this article was done by Paia Schroeder. As always, ASL Rose appreciates the beauty and creativity of Paia's artwork!

References:

ASL Tree. (2012, January 20). Elizabeth Peterson. YouTube.com. Retrieved from http://www.youtube.com/watch?v=gllraCgqMMg

Baker, C. (2006). Foundations of bilingual education and bilingualism. 4th edition, (pp. 138-162). Clevedon:  Multilingual Matters Ltd.

Ben-Zeev, S. (1977).   The influence of bilingualism on cognitive strategy and cognitive development.  Child Development, 48, 1009-1018.

Bialystok, E. (2001). Bilingualism and development: Language, literacy and cognition.  Cambridge: Cambridge University Press.

Dhjh24. (2011, September 13). 19 months old deaf signs language. YouTube.com. Retrieved from http://www.youtube.com/watch?v=yRzM7tO8rVk&feature=related

Ianco-Worrall, A.D. (1972). Bilingualism and cognitive development.  Child Development, 3, 1390-1400.

Kannapell, B. (1989).  An examination of deaf college students’ attitude toward ASL and English.  In C. Lucas (Ed.), The sociolinguistics of the deaf community.  (pp. 191-210).  San Diego:  Academic Press.

King, K. & Mackey, A. (2007).  The bilingual edge: Why, when and how to teach your child a second language. New York: Collins.

Nover, S., & Andrews, J. (2000). Critical pedagogy in deaf education:  Teachers’ reflections on creating a bilingual classroom for deaf learners.  Year 1, year 2, year 3 and year 4 reports.  Star Schools Project.  Santa Fe:  New Mexico School for the Deaf. 

McCarty, S. (2007). What it means to be bicultural. Child Research Net. Retrieved from http://www.childresearch.net/RESOURCE/ESSAY/2009/McCarty01.HTM

McCullough, J. (2007, May 28). Happy thanksgiving. YouTube.com. Retrieved from http://www.youtube.com/watch?v=PK7dpFY2-p0

Moore, B., Acredolo, L., & Goodwyn, S. (2001, April). Symbolic gesturing and joint attention: Partners in facilitating verbal development. Paper presented at the Biennial Meetings of the Society for Research in Child Development, Minneapolis, MN.

Petitto, L.A., et al. (2009). Dual language use in sign-speech bimodal bilinguals: fNIRS brain-imaging evidence. Brain and Language, 109, 112-123.

Poulin-Dubois, D., Coutya, J., Blaye, A., and Bialystok, E. (2011, March). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108(3).

Simms, L., Andrews, J.F., & Smith, A.K. (2006). A balanced approach to literacy instruction for deaf signing students. Balanced Reading Instruction, 12, 39-54.

Smith, A. K., & Jacobowitz, E. L. (2005).  Have You Ever Seen…?  An American Sign Language (ASL) Handshape DVD/Book.  Frederick, MD: ASL Rose.

Txbrown5. (2012, January 6). Car talk. YouTube.com. Retrieved January 15, 2012, from http://www.youtube.com/watch?v=5-fwQpCylW4&feature=share

Valli, C. & Lucas, C. (2000).  Introduction to the linguistics of ASL.  Washington, D.C.:  Gallaudet University Press.

Wingfield, B. (2010, August 18). Raising healthy bilingual kids. YouTube.com. Retrieved from http://www.youtube.com/watch?v=Z-kNlu8DKqU

Woomer, E., & Pope, L.L. (2011). Erika Joy Woomer. [personal video].