Language Choices among Immigrant Families with Young Deaf Children

Language Choices among Immigrant Families with Young Deaf Children 

Signer: Dr. Christi Batamula 

Transcript:
In a qualitative study, I interviewed eleven immigrant families with young, deaf children.  The families immigrated from various countries of origin and there was a mix of deaf and hearing parents.  Part of my study focused on language choices the families made for language use in their home and, specifically with their deaf child(ren).  All of the families have chosen to enroll their deaf children in schools that use an ASL and English bilingual approach.  Some of the families have a goal for their deaf child to learn spoken language as a primary language, though they see the benefit of using ASL.

Most of the hearing families reported that they use some sign at home, but that they primarily use English or the language from their country of origin.  Most of the families want their child to be multilingual.  The families decisions for including ASL for their child was influenced by many people.  Teachers and staff at their child’s school helped the families who felt unsure about their child signing, or how to interact with their child, understand that ASL would give their child access to the world around them and that they, as parents, played a major role in interacting with their child and teaching their child about the world.  

This study also found that members of their community with deaf children using ASL also helped them locate the school, and reassured them of their child’s abilities.  These families, gatekeepers, are a vital part of the community as they can quickly gain the trust of the new, immigrant family. 

Reference:
Batamula, C. (2016). Family engagement among immigrant parents with young deaf children (Doctoral dissertation). Retrieved from ProQuest. (10244555).