Why Some Deaf Individuals Choose Not to Learn American Sign Language
Language is the backbone of communication, and for deaf individuals, the choice to learn or not to learn American Sign Language (ASL) can be influenced by a variety of factors. One common reason some deaf individuals opt out of learning ASL is a lack of exposure to it in their early lives. For example, in some cases, family and friends may be unable or unwilling to communicate using ASL, making it less necessary for them to learn the language. This can sometimes be due to a simple absence of familiarity with ASL, appearing as:
Insufficient Exposure to American Sign Language
Some deaf individuals might not have had much, if any, exposure to ASL. For instance, people might find that their family and friends are more adept at lip reading or rely solely on spoken language. As a result, learning ASL might seem unnecessary. An example of this can be seen in a personal narrative shared by an individual who, despite being fluent in lip reading, only began learning ASL in their 20s, driven by the demands of their job and a growing inclination towards sign language:
"I had no exposure to ASL and being a crack lip reader, I saw no need until my 20s and admittedly, it was for my job. Now it is an integral part of my life, although spoken and lip-read English remain my primary means of communication."
Mainstream Education and Life Experiences
For many deaf individuals, their upbringing and educational environment have played a significant role in their decision-making regarding language use. Those who were mainstreamed (integrated into regular education with hearing peers) often learned to rely on lip-reading skills and spoken language to communicate. An example of this is provided in the following narrative:
"Life in the mainstream... I was first classified as being severely hearing impaired which progressed to profoundly hearing impaired. Now I am completely deaf. My parents wanted me to live in the ‘mainstream’ rather than in deaf culture. So I learned to translate a little sound with lip-reading skills to communicate. Later in life, I completed ASL1 and ASL2 but that was to satisfy my curiosity. But I'm the deaf one among my family and acquaintances, I knew basic ASL and they didn’t. So it was pointless for me to memorize it so to speak."
Despite completing ASL classes, the individual found it largely unnecessary due to the lack of ASL users among their close network. This highlights the practical challenges deaf individuals face in their daily lives, which can influence their language preferences.
Parental Influence and Language Development
The narrative provided also alludes to the significant role parents play in the development and use of language for deaf children. Deaf children do not "choose" not to learn ASL; rather, it is often their parents who make that decision, often by not mastering or consistently using ASL themselves. This can lead to a language-deprived environment for the child. The importance of parental involvement in language development for deaf children is underscored by:
"But you're wrong. It's never Deaf children who ‘choose’ not to learn ASL. It's always their parents who make that decision for them....often by not learning ASL themselves and not speaking ASL consistently daily. Their Deaf children pick up on that and go along with it. Remember, children don’t know any better. It's always on the parents to make sure their Deaf children don’t become language-deprived regardless of what their doctor and/or audiologist tells them."
This insight emphasizes the critical role parents play in ensuring deaf children are not linguistically disadvantaged. It also highlights the potential long-term consequences for deaf children who grow up in environments with limited exposure to ASL or other sign languages.
Conclusion
The decision to learn or not learn American Sign Language is deeply influenced by individual and environmental factors. While some deaf individuals may choose not to learn ASL due to a lack of exposure or a preference for lip-reading and spoken language, others might be hindered by parental choices and linguistic environments. Understanding these factors is vital for creating inclusive and supportive environments for deaf individuals, ensuring they have the resources and opportunities to develop language skills that best suit their needs.