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In the ongoing conversation about language development in Deaf education, I thought I would provide some information about a recent study commissioned by the British Deaf Association (BDA) that has delivered a powerful message. No evidence suggests that sign language harms speech or literacy development. The research concluded that the opposite may be true; early access to sign language can be a critical factor in supporting overall language acquisition and cognitive development.

Dispelling the Myths
For years, families of deaf children have been told that learning sign language might interfere with their child’s ability to develop spoken language. This belief has led many parents to delay or avoid introducing sign language altogether. However, researchers Dr Kate Rowley and Dr Kate Rogers, who reviewed over 100 studies, found no evidence to support this concern. Dr Rowley presented some of these findings at the recent International Congress on the Education of the Deaf (ICED 2025) conference that I attended in Rome.

Instead, their findings show that language development occurs regardless of modality - whether through spoken, signed, or tactile language. Children exposed to sign language early in life often show stronger outcomes in speech, literacy, and cognitive skills, especially when paired with hearing aids or cochlear implants.

The Power of Early Exposure
One of the most compelling findings comes from a 2021 study showing that deaf children of hearing parents who learned sign language before six months of age had developmental outcomes comparable to those of deaf children with deaf parents. This underscores the importance of early language access, not just for communication, but for executive function, working memory, theory of mind, and cultural identity.

Language Deprivation: A Preventable Risk
Language deprivation remains one of the most serious risks facing deaf children. Without early access to a fully accessible language, children may struggle not only with communication but also with academic achievement, social-emotional development, and long-term economic participation.

The RAND Corporation’s economic analysis supports this, showing that investing in early BSL access yields a return of £4 for every £1 spent. This makes a strong case for policy change and funding support.

What Needs to Change
Ensure policies reflect the latest research and best practices. In addition, NZSL courses for families need to be provided free of charge and made accessible across the motu. Advocates argue that this is a necessary step to ensure equitable access to language and education for all deaf children.

Conclusion
The message is clear: early access to sign language is not a barrier, it’s a bridge. It supports spoken language, strengthens literacy, and empowers deaf children to thrive. As identified in several presentations at ICED, schools, policymakers, and families must work together to ensure that every child has the opportunity to learn and grow in a linguistically rich and culturally affirming environment.