Final answer:
Inventing signs for teaching English to deaf children may provide cognitive reinforcement and improve recall, according to Mayberry (2002). Bilingual education research supports this, showing better progress when taught in two languages. Deaf culture's emphasis on ASL showcases the broader implications of sign language in learning and cultural identity.
Step-by-step explanation:
According to Mayberry (2002), inventing signs for English words might seem beneficial for teaching English to deaf children because sign language and spoken language are thought to be processed in different parts of the brain. Combining these can provide more robust cognitive reinforcement and a better chance of recall, enhancing the learning process. However, research, as conducted by Slavin et al. (2008) at Johns Hopkins University, indicates that bilingual education, where students are taught in their native language alongside English, leads to better progress than teaching in English alone. This finding is parallel to the assumption that teaching deaf children American Sign Language (ASL) along with English can aid in their overall language development and educational progress.
Deaf culture in the United States encompasses its own language, schools, and customs, with ASL being a cornerstone. Deaf culture values the continuation of traditions such as using sign language. Teaching sign language to deaf children is integral to this culture as opposed to exclusively teaching spoken language, which may not be as accessible or natural for deaf learners.
Furthermore, the discussion of signs in various forms, whether in sign language or depicted on street signs, reiterates the significance of how language and symbols are used for communication and cultural expression. Language is a symbolic system and through it, people communicate and transmit culture, whether through spoken words, written language, or sign language.