Benefits of Visual Language: How Acquisition of Signed Language Complements Spoken Language Development

Abstract

Purpose: This article provides evidence to refute an assumption often made regarding speech-language pathologists' (SLPs') role in developing language skills in children who are deaf. SLPs are experts in both speech and language development and disorders. When working with children who are deaf, their primary focus is often on developing speech and listening skills with the assumption that this will transfer to overall language development. The intent of this article is to provide evidence that language is dissociable from both speech and listening and that its development can be bolstered through exposure to robust linguistic input in both the oral and signed modalities. Encouraging the use of a signed language alongside a spoken language during the period of language acquisition can be highly beneficial for a child who is deaf for a multitude of reasons. Because these children may not fully access the ambient spoken language in their environment despite the consistent use of listening devices, providing an accessible signed language can help them attain language fluency in at least one language. Conclusion: The author suggests that SLPs should be educating parents of children who are deaf on the benefits of bimodal bilingualism and the complementary nature of simultaneous signed and spoken language acquisition.