This study investigated 17 Deaf families in North America with cochlear-implanted children about their attitudes, beliefs, and practices on bimodal bilingualism (defined as using both a visual/manual language and an aural/oral language) in American Sign Language (ASL) and English. A survey and follow-up interviews with 8 families were conducted. The majority of the Deaf families exhibited positive beliefs toward bimodal bilingualism, where they set high expectations for their children to become equally fluent in both languages. However, their perspectives about the purpose for each language differed; they viewed English as a “survival language” and ASL as a “cultural language” but yet supported the use of both languages at home as part of their children’s lives.
There is this common misconception that bilingual children and those who speak multiple languages are disadvantaged, and lag behind their monolingual peers at school. But research over the years suggests otherwise.
A 12-year-old boy has joined Mensa after achieving 162 on an IQ test, a higher score than Albert Einstein or Stephen Hawking.
Darren Toh, who was born deaf, is also an accomplished musician. He scored the highest grade possible for a child on the test.
The boy from Aughton, Lancashire, said he thought he was smart but “not quite a genius”.