Language codes and sense-making among deaf schoolchildren

Area of Science:

• Linguistics
• Deaf Studies
• Child Language Acquisition

Background:

• Deaf individuals often navigate multiple languages (e.g., American Sign Language, English) and modalities (sign, speech, print).
• Children's language mixing is frequently viewed as a deficiency, overlooking its potential communicative functions.

Purpose of the Study:

• To explore how deaf children utilize language mixing to achieve their communication goals.
• To describe the code variations and situational adaptations in deaf children's language use.

Main Methods:

• Observational study of deaf children's communication.
• Analysis of linguistic structures, including mixing of American Sign Language, English, Spanish, signing, and speaking.
• Documentation of language use in formal lessons and natural interactions.

Main Results:

• Deaf children demonstrated a wide range of linguistic structures, mixing various languages and modalities.
• Children who could hear speech produced English speech; those with deaf or ASL-using houseparents produced ASL.
• Most language interactions between the teacher and children involved code and mode mixing.

Conclusions:

• Language mixing by deaf children is a strategic adaptation to communication needs, not solely a result of acquisition issues.
• Viewing deaf children's language solely against standard English or ASL norms overlooks their sophisticated mixing strategies.
• Understanding language mixing is crucial for appreciating the full communication experience of deaf individuals.