“There are over 7,000+ languages in the world (137 Sign Languages) with similar complex grammars with universal features such as nouns, verbs, plurals, and tenses.” (Dr. Sanjay Gulati, 2014)
It is important to understand the wonderful brain science and research conducted over the past 40+ years that confirms the requirements for L1 (first language). L1 must be acquired naturally, directly, and fully for all children in order to have healthy brain development and a solid language foundation for success socially and academically. For example, if English is going to be L1 for a child, the tools, systems, and strategies used in attempt to access L1 cannot be used to aid in language acquisition. Tools and systems such as simcom (simultaneous communication), cued speech, visual phonics, lip-reading, signed English systems, audio-lingual (Army Method) instructional designed systems, or any type of formal learning cannot be used because they are not natural modalities of English and do not meet the criteria for language acquisition for a natural language. The developing brain is not designed to acquire a language with such formality. It just has to happen on its own without any planning or intentional interference. Keep in mind that deaf and hard of hearing children of any degree of hearing loss, are at high risk for a lack of natural and full access to L1 if L1 is going to be LSL (Listening and Speaking Language) such as English. Many professionals in the field of speech-language pathology and audiology have had a history of developing programs that focus on hearing and speech only that make attempts to use tools, systems, and technology to assist deaf and hard of hearing children to access English as L1. Although, there has been some “success” with those programs, all were at very high risk of language delays and could never be guaranteed with such success. The biggest issue with LSL-driven programs is that it requires a special effort to learn, hear, and speak English, which, based on research, does not fare well with the brain and language development when L1 is being acquired during the critical stage of language development.
However, once a child develops a strong L1, he/she should have strong metalinguistic knowledge to learn L2. While learning L2, tools, systems, and strategies that require an extra effort to access a language would be more feasible when used with the support of metalinguistic knowledge. The definitions for language acquisition and language learning are different and have different requirements.
Acquisition
of a language is learning a language implicitly (incidentally), explicitly (without being aware that you are learning), and instinctively (naturally).
Learning
a language on the other hand, is more formal and language learning can be approached in a formal state and knowledge of using L2 can be gained by using specific tools, systems, and strategies such as cued speech, visual phonics, lipreading, Signed-English, etc. As Noam Chomsky states, our brains have “language software” to create and acquire languages. This “language software” innately designed languages in a specific way for our brains to learn them naturally. Languages have evolved with ‘similar complex grammars with universal features’ and design with a purpose to meet the needs of the brain for healthy development.
To conclude, it is crucial for deaf and hard of hearing children to have full access to a language in the first 5 years of their life. American Sign Language is a visual language that needs to be a first language because there are no guarantees or promises that can be made that spoken English can be acquired effectively as L1 for healthy brain and language development.
By Michael Lupo
About the Author:
Michael is a deaf itinerant teacher for the deaf for a coastal North Carolina public school district. Along with 24 years of experience teaching deaf children and adults, he has also been has a technology business owner. On the side, he consults and educates parents and professionals of deaf and hard of hearing children on the importance of language acquisition and social language development as well as providing instructional strategies on maximizing language learning. He hopes to see public schools accept ASL as a language for all children beginning school and bilingual education for all deaf children. In his free time, Michael likes to spend time with his wife and two children. He enjoys hiking, flying, working outdoors, and traveling. For questions or would like to setup a workshop, feel free to email him at mike.languagefirst@gmail.com.
