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4. The bilingual model 4.1. Introduction By contrast with oralism this model focuses on the positive features of the deaf child who is acknowledged as a normal child who has a different apprehension of the world and who may prefer to communicate in sign language. This is the most positive and promising model so far for deaf children and their families. It is however not a straightforward concept. Although the vast literature on speech bilingualism describes different “models” i.e. various ways and methods of implementing bilingualism successfully it also emphasises that bilingualism is a way of life. This is the meaning that we should attribute to the term “bilingualism” when we think of deaf children and their families. However this is often forgotten in the literature that tends to concentrate on educational methods and issues. The literature only gives the family attention in reference to the early stages of its life with a deaf child. There are numerous references to the time of diagnosis, parents’ reaction to it, and description and evaluation of early intervention programmes that are designed to ease the family’s adjustment to the child’s deafness. References to the impact of bilingualism on parents’ perspective on their deaf child’s education and on family life as the deaf child gets older are less common. These two topics will be discussed below. The following notes are drawn from personal experience and from discussions with parents in informal and research settings. References to society’s attitude to bilingualism in general and to deaf bilingualism as well as examples of situations when families face such attitudes are also outlined. 4.2. Negative attitudes Attitude to deafness Deafness is invisible and the implications are not fully understood. Although the Deaf community is increasingly recognised as a distinct linguistic and cultural group, society still vastly perceives deafness as hearing impairment that defines deaf people as lacking something i.e. hearing and speech. Lack of hearing is usually lamented over and teaching speech is still seen as a way of curing deafness. This is heightened by progress in technology i.e. digital hearing aids, cochlear implants. Parents often receive comments from total strangers, such as: “Oh what a shame!” (that this beautiful child is deaf) / “Have you heard about this new operation that restores hearing? (about cochlear implants). Also have a look at the media and how they depict Deaf people and the miracle cures afforded by technology. Attitude to sign language Although sign language is becoming more visible and interest and information are increasing, it remains a minority language. It is still perceived as a language of lower status than a spoken language because it uses a different medium (the visual medium) – a concept that is alien to most people who think of language in the oral medium. Linguistics books are not accessible to everyone and the prevailing images of sign language are that of pantomime, an international system of gestures, or spelling words on the hands. Again it is common for total strangers who see parents signing to a deaf child to ask “Can he/she hear at all/lip-read/speak? because in their minds sign language could not possibly be good enough for communication. Attitude to bilingualism We must not confuse the terms “majority language” and “minority language”. In global terms we can think of Italian as a majority language as it is spoken by millions of people and it enjoys high status worldwide. In global terms we can think of a language that is spoken only by a small tribe in Africa as a minority language. However both Italian and the African language in question are minority languages in England. So “Minority language” refers to the national language of immigrants who live in a different country and “Majority language” refers to the official language of the country in which an individual lives. Bilingualism is acknowledged as an asset for children from a middle-class background (elite bilingualism) that will afford wider life and work opportunities. The perception of bilingualism for children from ethnic minorities (folk bilingualism) is different. At best their minority home language is considered a useful tool for them to acquire the majority language (transitional bilingualism). At worst it is considered purely detrimental and the child is not allowed to use it. In all cases there is generally no real recognition of the needs and strengths of bilingual children, except in officially bilingual countries. Trying to maintain Karina’s Italian is becoming an issue now that she has reached school age and is expected to function academically on a par with monolingual English speaking children. Although she comes from a highly educated and integrated background (she is an elite bilingual), the assumption from educators is that Italian and sign language are less important than English. Think of the situation of a child whose first language is Urdu or Chinese and who grows up in a family where the parents perhaps do not speak any English. In the case of deaf children it is easily assumed that their deafness means that they have language problems that arise from damage caused to them by their lack of hearing, or that they are somewhat less intelligent. For instance people marvel at Karina’s ability to function in three languages, yet they ask me how it is possible that her 7 year-old deaf sister can learn several languages. So given this climate of lack of understanding about deafness and bilingualism, it the concept of bilingualism for deaf children can seem problematic. 4.3. Availability of bilingual provision in the UK There is no national policy for deaf education in this country. Teachers of the deaf receive no training in sign language or Deaf issues. What method is used in a school depends on the attitude of the local authority and the head teacher of the school. This means that a family might be lucky to live in an area where the local educational authority (LEA) provides sign bilingual education and family services. Otherwise families have to move to a different city if they wish their deaf child to attend a bilingual school. This is very disruptive for the whole family. It requires parents to give up their jobs, to sell their homes, and look for a new job and home. Hearing siblings have to leave their friends behind and settle into a new school. The whole family moves away from its friends and family. We can accept that nowadays people have become more mobile and that it is not uncommon for families to move, usually as a result of one of the parents changing employment. However the difference here is that families with deaf children end up moving not out of choice or to further a career but by necessity. This causes financial pressures and stress. Let us now look at sign bilingualism provision in the UK. The early years programme focuses on BSL. At pre-school level the deaf child usually attends a signing playgroup where he/she has access to other signing deaf children and to signing Deaf adults. At Nursery (age 3 to 5) emphasis is on further developing the deaf child’s BSL and learning through play. The English language is present mainly in print form and is not introduced formally until the child starts primary school. The role of English becomes more important as the child gets older and becomes taught in a more formal way. Teaching staff is bilingual in sign language and English. Deaf adults usually work alongside hearing teachers.
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