From Sign to Word

Abstract

As the bilingual education movement receives greater attention within deaf education settings, a theoretical framework for organizing and implementing the American Sign Language (ASL) and English learning experiences among deaf students has not been fully articulated in the literature to date. In this article, the traditional notion of ASL/English bilingualism is critically examined. This model is then contrasted with the “ASL/English as a spoken language” bilingual model in which the modality constraints facing the deaf child are presented as the fundamental issue for ASL/English bilingualism. Empirical and applied research supporting this modalityconstrained bilingual model is also discussed.

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