# Family ASL: Bimodal Bilingual Acquisition by Deaf Children of Hearing Parents

> **NIH NIH R01** · UNIVERSITY OF CONNECTICUT STORRS · 2020 · $604,371

## Abstract

Project Summary/Abstract
This project tracks the acquisition of both signed and spoken language, as well as areas of non-linguistic
development, by young deaf children whose hearing parents are learning American Sign Language (ASL) with
them, and in addition it documents the parents’ process of learning ASL. It is unique in its focus on children
whose input includes both fluent ASL signers and parents who are beginning learners themselves; as well as
in its tracking of the parents’ development alongside their children. The topic is of critical importance for the
well-being of children born deaf. Even with hearing technology such as cochlear implants, deaf children
generally start off behind their peers with normal hearing in language, cognitive, and academic areas. There is
considerable debate regarding the potential usefulness of signing to close this gap. However, previous
research with children whose deaf parents sign with them from birth shows that early exposure to a full, natural
language can form a solid base on which to build further development. The question addressed here is
whether extensive early input to parents who are just learning to sign, alongside a bimodal bilingual approach
in school-based programs, can also provide a bridge for the much more prevalent situation when deaf children
are born into hearing families. The project will recruit families in which hearing parents of deaf children enroll
them in early childhood programs at school for the deaf employing a bimodal bilingual approach, where
children and parents are provided input in ASL as well as spoken English. The first study will include families
from several different schools, engaging in data collection Fairs during which both standardized and lab-
developed tests will be administered. These tests will examine children’s and parents’ development of ASL in
detail, as well as children’s development in English, several non-linguistic areas of cognitive development, and
social-emotional development. The second study will take a longitudinal approach that adds an ASL Specialist
to visit participating families in order to provide additional input and instruction above what they receive from
school. Language samples and other data will be collected during both 6-week ‘on’ and 6-week ‘off’ phases, in
order to assess the effectiveness of this intervention. Analyses will start with documenting development in both
children and parents, as there is no information to refer to; further analyses will examine language growth
within families, and examine developmental relationships between parental and child ASL, child sign and
speech, and child language and non-linguistic areas.

## Key facts

- **NIH application ID:** 9990772
- **Project number:** 5R01DC016901-02
- **Recipient organization:** UNIVERSITY OF CONNECTICUT STORRS
- **Principal Investigator:** Diane Carolyn Lillo-Martin
- **Activity code:** R01 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $604,371
- **Award type:** 5
- **Project period:** 2019-08-10 → 2024-07-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/9990772

## Citation

> US National Institutes of Health, RePORTER application 9990772, Family ASL: Bimodal Bilingual Acquisition by Deaf Children of Hearing Parents (5R01DC016901-02). Retrieved via AI Analytics 2026-05-21 from https://api.ai-analytics.org/grant/nih/9990772. Licensed CC0.

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