Can my child learn both ASL and spoken language?

No scientific evidence supports the claim that learning ASL prevents children from developing speech. In fact, research shows that providing a consistent and accessible language—whether signed, spoken, or both—is crucial for language acquisition. This is especially true for children who are Deaf or hard of hearing.

Studies highlight that early exposure to a visual language like ASL ensures children develop strong foundational language skills, which are critical for cognitive and social development. For children, access to ASL enriches their ability to communicate and fosters overall linguistic and cognitive growth. This is even true for children with normal hearing, as evidenced by the widespread popularity of “Baby ASL”.

Importantly, speech skills depend on factors such as hearing ability, speech therapy, and individual conditions—not the presence (or absence!) of signed language. In cases where speech development is possible, children who learn ASL often reach comparable or even better milestones in oral communication than their peers who are restricted to spoken language therapy alone. Early language, no matter its modality, provides a roadmap that benefits all other forms of communication.

The idea that children might experience confusion when exposed to two languages—a longstanding myth—is firmly contradicted by research. Children are neurologically equipped to learn multiple languages from birth, whether the modes are spoken or signed. In practice, bilingualism is shown to:

1. Enhance Cognitive Flexibility: Bilingual children demonstrate better problem-solving skills and multitasking abilities.

2. Improve Metalinguistic Awareness: Learning multiple languages strengthens understanding of how languages function.

3. Strengthen Executive Functioning: Bilingual children often excel in tasks requiring attention control and memory.

For children learning ASL and a spoken language, the result is often a robust linguistic system where the two languages complement rather than compete with each other.

1. Language Deprivation Risks: Without sufficient linguistic input, children may face severe developmental challenges. Early ASL exposure bypasses these risks, ensuring access to a language-rich environment.

2. Brain Plasticity in Language Development: Early childhood is a critical time for brain adaptability. Visual language input ensures that this window is not missed.

3. Support for Speech Development: ASL can act as a bridge, reducing frustration and fostering engagement in spoken communication through accessible expression.

Here’s a selection of studies supporting these points:

– Mayberry, R. & Kluender, R. (2017). Rethinking the critical period for language: New insights into language maintenance and loss. Current Opinion in Neurobiology, 47, 121–127. [https://doi.org/10.1016/j.conb.2017.07.004](https://doi.org/10.1016/j.conb.2017.07.004)

– Petitto, L. A. et al. (2001). Bilingual signed and spoken language acquisition from birth: Implications for early bilingual acquisition. Journal of Child Language, 28(2), 481–496.

– Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters Ltd.

ASL fosters language development without impeding speech. Providing accessible bilingual environments—where children can explore both ASL and spoken language—ensures robust cognitive and social development. Dispelling myths about language interference empowers families to unlock their child’s full linguistic potential.