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Educational Library

The Learning to Listen Project's Educational Library serves friends, family members, and the general public for learning about research, language development strategies, and related topics. Resources are PDF printer-friendly and shareable on social media.

What Are Signed Languages?

Signed languages are complete, natural languages that emerge wherever communities of d/Deaf people exist. They are not universal. American Sign Language (ASL) is distinct from British Sign Language (BSL), French Sign Language (LSF), and other signed languages around the world. Each has its own grammar, vocabulary, and cultural context.

Common Misconceptions

Myth: Sign language is just gestures or mime

Reality: Signed languages have complex linguistic structures including phonology (hand shapes, movements, and locations), morphology, syntax, and pragmatics.

Myth: Signed languages are based on spoken languages

Reality: Signed languages develop independently of spoken languages. ASL, for example, is not a manual version of English — it has its own distinct grammar and structure. Two countries that share a spoken language may have completely different signed languages (e.g., American and British Sign Language).

Myth: Signed language limits cognitive development

Reality: Early exposure to signed language supports typical language development and cognitive growth in children who are deaf. For families who choose to use both spoken and signed language, bilingual education can provide rich linguistic and cognitive benefits.

The Role of Signed Languages in Development

Early exposure to language is crucial for cognitive, social, and emotional development. For d/Deaf and hard-of-hearing children, signed languages provide:

  • •Natural language acquisition during critical periods
  • •Full access to linguistic complexity
  • •Foundation for learning additional languages
  • •Support for social-emotional development
  • •Rich opportunities for family communication

Emory, K. (2023). “Ten things you should know about sign languages.” Current Directions in Psychological Science, 32(5), 387-394.

Cartoon of a teacher reading a picture book aloud to a group of young children