Bilingual benefits

There are numerous examples of why learning Sign Language, in conjunction with CIs, can lead to better educational and social outcomes. This bilingual approach is similar to spoken language bilingualism, in that the benefits are more likely with early acquisition of the first (visual) language.

Early exposure to signing can often lead to better overall
language outcomes (both spoken and signed).

Sign Language gives deaf children a way to express themselves, make sense of their environment and create social bonds before their CI may make effective speech and hearing possible (if at all). While most medical standards dictate that CIs shouldn't be implanted in children younger than 11 months old (after which begins a long process to learn how to use it), babies can start expressing themselves using signs as early as 8-9 months old. In fact, children exposed to signing while waiting for a CI operation experienced better spoken language outcomes than those who hadn't, and those with Deaf parents (i.e. early signing exposure) performed at a similar level to hearing peers upon entering school, in contrast to deaf children whose families had focused on AVT.

Sign language can give children a strong first language foundation which is usually acquired more naturally, which can then be used for further instruction; their first language allows more effective instruction in a second language, and has the ability to improve general academic outcomes. The benefits of teaching babies to sign early are mirrored in the popularity and positive results seen with the Baby Sign trend used with hearing children.We can also consider international models of Deaf education and socialisation, which have seen positive results.

An Auckland Deaf Club social event, one of the many events
where the Deaf Community gathers to connect and socialise.

Aside from the potential academic advantages, signing is a tool which connects people to the Deaf community, allowing them to bond with others over their shared experience. There are Deaf clubs all over New Zealand which serve as the centre of the Deaf community. They offer a rich social life, a strong Deaf Sports culture, and the chance to seek advice and support from those who may have faced the same unique challenges as themselves.

We can also consider the role of bilingualism and community in mitigating mental health issues. As suggested by previous research, deaf people (not necessarily involved with the Deaf community) are at a higher risk of mental health issues, including depression. Other research has suggested that depression can be linked to isolation from a community and a feeling of shame (perhaps, the kind felt by children who grow up feeling that deafness needs to be 'fixed'), and that emotional wellbeing in Deaf children is often linked to forming a positive Deaf identity.