Scientific Articles

Humphries, T., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2022). Deaf Children Need Rich Language Input from the Start: Support in Advising Parents. Children (Basel, Switzerland), 9(11), 1609. https://doi.org/10.3390/children9111609

Swanwick, R. (2016). Deaf children’s bimodal bilingualism and education. Language Teaching, 49(1), 1-34. https://doi.org/10.1017/S0261444815000348 (S. f.). https://doi.org/10.1017/S0261444815000348

Explanation of the Post

We consider that bimodal bilingualism is an integrated set of linguistic resources, in which sign language is combined with oral language, this is a great benefit for children with deafness, in the school and family environment, regardless of the use or not of cochlear implants. Therefore, we discarded the view in which we placed two skill sets of different languages. This also implies the acceptance that there is a flexibility of linguistic preference according to the communicative context, since bimodal bilingualism offers children with hearing pathologies the possibility of developing motor skills and both oral and signed comprehension.

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