Bilingual-Bimodal Framework
Sign Language Academy of Cape Fear is committed to a bilingual environment where American Sign Language (ASL) and English are valued, accessible, and used intentionally throughout the school day. Adults model fluent language use in both ASL and English so that deaf, hard of hearing, and hearing students have consistent access to strong language models and meaningful communication in all settings.
We use a bilingual-bimodal framework for deaf children, with ASL as the first language and spoken or written English as the second language. When introduced from the start, this approach helps prevent language delays and language deprivation while supporting cognitive development and literacy growth.
Purpose
This framework guides how ASL and English are used across instructional and non-instructional parts of the school day. Its purpose is to ensure full communication access, support language development, and help students build metalinguistic awareness by experiencing each language clearly and authentically.
Guiding Principles
Bilingual Access
Students have access to both ASL and English throughout the day through fluent adult models and purposeful language use.
Language Seperation
ASL and English are used separately rather than simultaneously so students are exposed to the correct grammar, structure, and features of each language. Sim-com is not used. When sim-com is used, both languages suffer, impacting the quality and grammar, and students do not receive correct language input.
Ongoing Language Growth
All students continue developing ASL and English over time, regardless of their current expressive or receptive skill level.
Flexible Language Strengths
Students may demonstrate stronger skills in one language than the other, and their language profiles may vary by setting, task, or time of day.
