Bilingual-Bimodal Framework: American Sign Language and English
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
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Bilingual access: Students have access to both ASL and English throughout the day through fluent adult models and purposeful language use.
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Language separation: 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.
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Ongoing language growth: All students continue developing ASL and English over time, regardless of their current expressive or receptive skill level.
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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.
Language Use During Instruction
Instruction is primarily delivered in ASL to provide direct access to academic content through a complete visual language. English is incorporated intentionally when it supports learning goals, literacy development, written communication, spoken communication, or individual student needs. Staff do not use ASL and English simultaneously; instead, they choose the language most appropriate for the instructional purpose. Students and staff may code-switch and experience translanguaging when switching between languages. This is a normal phenomenon and does not negatively impact language acquisition and development.
Staff Expectations
Teachers and staff are expected to be fluent in ASL and English and to provide direct communication access during instructional and non-instructional activities. Because fluent staff provide direct communication access, sign language interpreters are not used for access during the school day.
Communication Access and Norms
Clear communication norms ensure students and staff have full access to information, interaction, and participation. These norms support visual attention, turn-taking, language choice, and shared responsibility for ensuring that communication is accessible to everyone.
Student Language Choice
Students and staff are not required to use one language more than the other in every situation. Instead, language use is guided by access, purpose, context, instructional goals, and each student’s communication needs. Students are supported in strengthening both ASL and English while maintaining meaningful choice and agency in communication.
Understanding Each Language
English may be accessed and expressed through spoken language, written language, and reading. ASL is a complete, natural language expressed visually through signing, facial grammar, body movement, and spatial structure; it does not have a standardized written form used the same way English does. ASL and English have entirely different core structural systems, phonemes, vocabulary, and cultural frameworks. It would be impossible to express them simultaneously because their word order differs.
