Originally Posted by CSign
You're funny Reba ;-) actually I don't speak slowly, I speak and sign at a natural pace. Being a hearing person with no experience with sign language when my child was born, I had to make a choice. Stumble through ASL and not provide a complete and good language model, or use SEE to support the language I already knew. I was proficient in English, and I had familiarized myself with the linguistic ramifications of being DHH. I wanted to provide him with clear access to language, and I wanted him to obtain a mastery if English which is expected of those going to school in the U.S. I also knew it would be easier for me to learn SEE rather than ASL since I was already proficient. I want to be clear though, I didn't take the easy way out. I attended classes, skillshops, and practiced everyday. I made the effort, just as I am continuing in my efforts to become fluent in ASL. It comes down to bring able to provide a clear and accurate language model, and I knew I would be most effective doing that through SEE. I would have been a poor ASL model for him in the beginning, however I could be a great model for him with English. I love reading, I love writing... I wanted my son to be able to appreciate the same thing. I wanted my son to go to college and be able to read the text books with a clear understanding of what's written on the page. I love English, and all the words that make up the language. In terms of waiting until he was older, I wanted him to have a solid base in English so he could obtain all these things. As I mentioned before, there are different ways to achieve the same end. This was the road I chose, and I don't regret it for a second. ;-) I must say that our public education system does not really support much of anything when it comes to educating DHH children, nor supporting the families. That is a for a different thread though...
Same here. My son is now a grad student in psychology...and he, myself, and his professors credit ASL with his successes.
The question to be asked is not what is easier for the parent, but what is in the best interest of the child.