Early Sign Language Education in Schools

Early Sign Language Education in Schools

“Excuse me, ma’am. Excuse me!” Pause and an eye roll followed.“What are you deaf?” Imagine you are this impatient person. Then imagine finding out that the person actually was deaf. Now, try to picture being the deaf person in that situation. He or she is most likely embarrassed or angered because they did not know that you needed something. Deaf people do not look unlike hearing people. Of course it can be hard to always know, but being patient and understanding is key in the process. Deaf people in the world are entitled to the same amounts of communications as hearing people are. The only difference between a hearing and deaf person is how well they can or cannot hear. Hearing loss can be contracted from illnesses, diseases, or genetics. Never is being or becoming deaf someone’s fault. Learning sign language encourages support to the deaf culture. More importantly learning sign language young can help in many ways other than just supporting the deaf culture. Sign language should be taught in the earliest years of a child’s life because it encourages efficient behaviors, it promotes early learning, and it creates and strengthens relationships.

American sign language or also known as ASL, is an entirely different language than English or any other language. The origins of ASL are actually traced to France and the beginning of the French Sign Language. However, the two are no longer similar and are unrecognizable to either culture (“American” par. 3). ASL is equivalent to learning Spanish, French, or German. Once one has picked up sign language, they are considered bilingual. The bases of American sign language is on the gestures and facial expressions portrayed through their conversation. It is hard to come up with an accurate number as to how many people are deaf today because some prefer to not be called deaf when they cannot hear at all. On the other hand, some that can hear almost perfect go along as deaf (“Teach” par. 21). To give a rough estimate, 2 to 4 of every 1000 are “functionally deaf” and 37 to 140 of 1000 people say to have some kind of hearing trouble (Mitchell par. 3, 4, 5). The peak of deafness is about 65 and above. Children that are born or become deaf young are able to learn more signs and fit in with others more quickly. It seems to be easier. They are able to pick up signs at five months and learning to sign phrases and simple sentences at ten months; much quicker than verbal eruption.

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Sign Language encourages the use and transition into positive behaviors. Crying is the most known way for an infant to share their needs with their caregiver. Infants, unable to talk, cry a lot because they need to eat, a diaper change, have a tummy ache, and anything else. Parents can have a difficult time picking out the contextual clues around to discover the problem. This can take a wide array of time. In toddlers and young children, rather than constant crying, families recognize that emotional tantrums are more common for the same reason that the child does not express their problems freely. Numerous parents are unaware of how sign language allows their child to share his or her problems easier and faster with less outbreaks. Infants at birth begin learning from gestures and nonverbal communicators. A child can start processing sign language at five months old (Goldstein 6). The processing part allows the child to understand what his parents are saying to him easier. This starts with teaching a child the simple signs to drink, eat, happy, sad, more, and tired. Just adding six signs to the child’s vocabulary will help them to be able to share when they are in need of food or want to go to bed. In one family, the parents said that the amount of crying after the incorporation of sign language was limited (Thompson par. 5). Closer towards ten months, a child is able to create simple sentences and express their feelings to their caregiver (Lazorisak 33). The parents of these children are made aware of the child’s particular issue(s) much faster with sign language than from guessing the issue based on their cry. Each child’s behavior varies, but with the intermix of sign language, children are able to show what they want instead of wait excessive amounts of time for their parent or caregiver to determine the issue.

Crying and tantrums are big in young children and so is frustration and anger. Being frustrated or having an outbreak can offset a child’s day. The ability for a child to express themself and their needs and wants allows them to communicate much easier. Resulting from the use of sign language, a Pennsylvanian family has seen much less frequent emotional tantrums (Goldstein par. 25). This family shared that the amount of times crying and outbreaks happen are frequently much less than the resulted before sign language. Due to less outbreaks seen from children, families are able to enjoy more quality time together and think about more pressing matters. Life is more happy and memory filled.

 American Sign Language or ASL is considered to be an entirely different language with a different structure of words and grammar (Lazorisak 21). As many languages can be difficult and frustrating to develop, sign language feels fun and energized. Children are excited to learn new signs and ways to say new things. Children feel achievements and successes from each new sign and way of expressing themself. Often times, those that rely on sign language are more happier in their  achievements, and they feel that they are able to conquer more things. They also feel more ready because they are not held back anymore. The feeling of being the last one or the one behind is straggling behind and leaving one’s mind. They are passionately excited because they want to better themselves. Many do not recognize that these children want what is best for them.

As behavioral benefits are very evident, sign language has become a huge impact on promoting early learning. Experts recommend to get the most benefits from sign language, to teach children within their first two years of age. Children also retain much more from learning at a younger age (Thompson par. 2, “Benefits par. 2). The visualness of the language creates a connection between early literacy for hearing and non hearing children (Moses 486). Additionally, sign language is used with those children that are falling back or have the potential to become behind in any aspect of school. Children suffering from autism and mental retardation are able to communicate more freely and expressively with sign language (Thompson par. 1). A study done by two experts from the California State University at Stanislaus took 103 infants and placed them into three different study groups. One group was focused on the parents teaching and encouraging the use of sign language, another was primarily shifted towards verbal communication, and the third group was given no direction as to how to direct their child. This study spanned out from infancy to age 8. Eight year later, the results show that those children that were encouraged to sign and use gestures had outperformed both other groups in all the tested areas. Their average IQs were much higher as well. There were no drastic differences found between the groups that were directed towards verbal language and those given no direction at all (Goldstein par. 22, 23, 24). Deaf children that rely solely on ASL are able to reach and exceed expectations in literacy as any other student would be able (Moses 486). Babies growing into young children that learn easy signs are found to be much better readers later on in life have an expanded vocabulary. The main reason for such gains coming from sign language is due to the stimulation of the synapses in the brain (Lazorisak 33). This giving each child an easier grasp of the learning and promoting a much faster process in doing so.

 In addition to behavior and early literacy rates improving, sign language has also created a correlation to strengthening relationships. The ability to communicate with others through expressing forms of sign language allows much engagement. Signing alleviates the pressures of taking to an adult. It also makes the conversation more understandable to the child (Goldstein par 21). Not only have relationships with adults become easier to create, but sign language has initiated stronger positive bonds between older siblings (Goldstein par.28). Children are able to talk to older people quicker with less anxiety. They have the confidence built up and know that they have the full potential to connect to another adult or sibling or teacher. Each child is very much different, but the same is true that relationships are seen to have a strengthening if they are exposed and taught sign language in their earliest years.

 As previously mentioned, signing has made interacting with adults much easier. Similarly, children create the strongest relationship with their parent or parents whom they are learning and gaining much support from. Sign language can be difficult, but it also has the capability to be fully taught by one’s parents (Thompson et al par 1). Another reason that parent to child relationships thrive in this situation is due to the closeness in sharing ideas through signing since the child’s first months of life. It is important for a parent to take charge and encourage the children as they go along their. One parent says, “The greatest thing about a child who cannot yet speak, is the unspoken communication.” She continues to say, “A child can tell you ‘I love you’ a million ways without saying even one word” (Smith). This parent was emotional when it came to sharing her journey with her son who was unable to talk until he was three years old due to a submucous cleft palate. She was very thankful to be able to learn and watch her son communicate through a new form she had not realized would benefit her son (Smith). Many parents feel overwhelmed once they first realize that they need to figure out how to communicate with their child. They think first of the worries and things that could go wrong. Many even feel bad for their child when they should feel special that they are able to learn and create such a strong bond that with turn into a life lasting relationship. In the end, this is what each parent will be most thankful for.

 As many do often fail to realize about those diagnosed as deaf or hard of hearing is how many everyday lifestyles they share with those that can 100% functionally hear. All humans are given the same basic rights while an abounding number of deaf and hearing impaired people often are torn from their basic rights they were granted at birth. In one case, a deaf man was falsely convicted of a crime and was unable to explain his side because the judge, officers, and other observers were unable to communicate with the victim (“Teach” par 12). Although that may seem devastating, other events have occured that have resulted in the loss of one’s life because the barrier of communication was present. Mago, a patient to the doctor was misunderstood when attempting to share her symptoms. The doctor and patient was unable to communicate due to Mago’s deafness and the doctor’s inability to sign to the patient. The miscommunication resulted in a wrong prescription given to Mago and which soon following lead to Mago’s death (“Teach” par 1). Both are tragic and would not have taken place had the barrier of communication not been present. This is such an easy fix even if the doctor had only known a few simple signs.

 The main reason that the deaf population struggles with receiving the same treatments as others is because deaf people are seen as a minority. People portray that they have a choice to be deaf when in reality people often forget that they were born or genetically given that trait. Deaf people are not contagious. It is not something one can catch from bumping or encountering a deaf person. Deafness is most commonly from genetics, illnesses, diseases, and ear infections. People often question if deaf people can drive. In which a deaf person would respond to that they cannot hear however they are able to see perfectly fine. Some states such as New Jersey and Illinois have an indicator on their license to let others know that they are deaf (Lazorisak 20). Another common misconception is that deaf people cannot use a telephone. Of course, deaf people can text, send pictures, and play games, but they can also talk on the phone. It is however a little different than a hearing person’s conversation in which a deaf person must use a teletypewriter. The teletypewriter is used to take in typing to create and form sentences that will be translated into verbal communication and said aloud to the receiver (Lazorisak 22, 21). These stereotypes are commonly present because of the non exposure that most have to being around deaf people. Stereotyping deaf people leads them to “condemned to a life with limited interaction” (“Teach” par 4). One strategic way to remove stereotypes placed would be to discuss the deaf culture in schools. Teaching about past and present deaf world known figures such as Beethoven who composed music although he was unable to hear the music. Another figure in the deaf culture is Thomas Edison who was hard of hearing and declared himself deaf, and yet he created the lightbulb that is still affecting the world today (Yuknis 72). As many are not made aware, the telephone was created by Alexander Graham Bell who had a history with the deaf community. Furthermore, Bell created the microphone as a way to help deaf people to listen to their speech more (Lazorisak 21). They may not be able to hear the words, but rather the rhythms and beats of each sound (Lazorisak 33). The incorporation of ASL leaders and important figures that some may not recognize creates an image of unity. It benefits those deaf in boosting their self confidence and ability to communicate to others, and it benefits those that are functionally hearing in that they are able to communicate better with others as well. Sign languages allow the hearing and non-hearing to carry on casual conversations every so often.

 Even though all is true, some question the ability of sign language delaying the emergence of one child’s oral language which shares that signing can push back the verbal language because the use of sign language is predominantly focused on and used more often. In one case, the author shares that the use of fluent english and fluent sign language has taken out recollection of either language. The author Anne Moses, tells that a child becomes loses the ability to learn when sign language is directly translated with the english language (Moses 487). The good thing is that sign language should not be taught fluently to young children. Starting with simple words, phrases, and sentences will boost the learning process. Most times, the use of sign language is to promote the child expressing themself because they are unable to speak in the first place. Children are capable of learning their oral language at the same time or relatively close after signing has been picked up (Thompson par 2,3). In a different study done by the same people from the California State University, the findings are clear that vocal language is breaking the surface much quicker with sign language than without (Thompson par. 3). This proving that signing will help children to verbalize and express themselves. In the end, the child will learn their verbal language and in the process will still be able to communicate to others.

 Arguments are also found from the possible confusion of learning two languages at the same time. This is found arguable because of the difference in structures between sign language and the english language. The syntax or the structure format of where words are placed to make a grammatically correct statement are viewed much different among the two (Moses 488). Not all words in english have meanings in sign language (Moses 488). For instance, the sentence in english ‘I am driving a small blue car today’ would be translated to sign language as ‘Today car small, blue me drive’ (Lazorisak 33). This can be a difficult concept for some to grasp at first, but learning American sign language serves as learning a second language which also creates the billiguage environment. Those that have ASL and english in their homes are considered to have strong rich language environments at home (Goldstein par 17). The confusion is found directly when signing in fluently observed rather than fluently taught. Limiting signing to be mixed into simple conversations and instructions creates a much better understanding of the language. Children do not need a fluent sign language understanding, but rather they need a understanding of simple concepts and ways to express themselves to benefit in numerous ways.

 In life today, deaf culture is more predominant than people often seem to realize. While the deaf population enjoys the support and encouragement from hearing, sign language used for many other reasons has many amazing benefits. Behaviors are shifted from crying immensely to expressing needs, wants, and phrases. Relationships are strengthened between child and parent, child and sibling, and child with another child. This is correlated from the shared language and ability to share their ideas much more freely. Early learning promotion is very important. Sign language helps lead to emerging vocabulary, literacy, writing, and verbal language. To end here would be insufficient, so to conclude, Lou Ferrigno, the hulk in the movie Incredible Hulk, once said, “ If I hadn’t lost my hearing, I wouldn’t be where I am now. It forced me to maximize my own potential. I have to be better than the average person to succeed.”

Works Cited

• “American Sign Language.”National Institute on Deafness and Other Communication Disorders, 5 June 2017.https://www.nidcd.nih.gov/health/american-sign-language.
• “Benefits of Sign Language are Numerous; It it Cold in Here, or is it Just Me? Nov. 2.” Toronto Star, 8 Nov. 2010, p. A18. Global Issues in Context, http://link.galegroup.com/apps/doc/A241502483/GIC?u=wsalemhs&sid=GIC&xid=deda3634.
• Goldstein, Josh. “Parents Finding Benefit in Teaching Babies Sign Language as Well as Speech.” Philadelphia Inquirer, 23 July 2010. Opposing Viewpoints in Context, http://link.galegroup.com/apps/doc/A232380212/OVIC?u=wsalemhs&sid=OVIC&xid=b744597d.
• Lazorisak, Carole., et al. “The Complete Idiot’s Guide to Conversational Sign Language Illustrated.” Marie Butler-Knight, pp. 7, 20-22, 33, 2004.
• Mitchell, E. Ross. “Research Support & International Affairs.” Feb. 2005, Gallaudet, https://research.gallaudet.edu/Demographics/deaf-US.php
• Moses, Annie, et al. “An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children.” Early Childhood Education Journal, vol. 43, no. 6, pp. 485-494, Nov. 2015. Ebscohost, doi: 10.1007/s10643-015-0690-9.
• Smith, Starla. Personal interview. 7 Oct. 2018.
• Yuknis, Christine., et al. “Supporting Deaf Students- and All Students.” Educational Leadership, vol. 74. no.7, pp. 68-72. Apr. 2017. Ebscohost, http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid,url&custid=s7324964&db=aph&AN=122878208&site=ehost-live&scope=site.