Language is at the heart of identity, connection, and culture. For many in the Deaf community and Codas (Children of Deaf Adults), bilingualism is a natural part of life, often encompassing a signed language like American Sign Language (ASL) and a spoken or written language such as English. However, not all individuals who grow up in these environments are fully bilingual in the traditional sense.
Some Codas and Deaf people experience receptive bilingualism, where they can understand a second language but have limited or no ability to express themselves fluently in it. While this phenomenon is less often discussed, it’s a deeply valid and important part of the linguistic and cultural diversity within the Deaf and Coda communities.
What Is Receptive Bilingualism?
Receptive bilingualism refers to the ability to understand two languages but having limited expressive skills in one of them. For example:
• A Deaf person may understand written or spoken English but primarily communicate in ASL.
• A Coda may comprehend ASL fluently but feel less confident signing it and rely primarily on spoken English.
This asymmetry in language skills often stems from a variety of social, cultural, and environmental factors, and it doesn’t diminish the individual’s connection to their cultural or linguistic roots. Instead, it highlights the complexities of navigating multiple languages in families and communities where language access is varied.
Why Does Receptive Bilingualism Happen?
Receptive bilingualism can develop for both Codas and Deaf individuals due to the following reasons:
1. Family Language Choices
In many Coda families, Deaf parents may prioritize spoken or written English for their hearing children, believing it will better prepare them for the hearing world. Similarly, in Deaf families, the presence of hearing family members who communicate primarily in spoken language may lead to strong receptive skills in English without fluent spoken ability.
2. Education and Access
For Deaf individuals, educational environments often prioritize spoken and written language through speech therapy, lipreading, or English-focused instruction, sometimes at the expense of expressive fluency in ASL. Codas, meanwhile, may attend schools where ASL is not present, leaving them with limited opportunities to develop their signing skills.
3. Social Environments
Both Codas and Deaf individuals may find themselves in environments where one language is dominant. A Deaf person might grow up in a predominantly hearing family or mainstream school and primarily use receptive skills to understand spoken English. Codas may experience the inverse, living in hearing-majority spaces while maintaining receptive ASL skills without fully developing expressive fluency.
4. Generational and Cultural Influences
For Deaf individuals raised in the pre-ASL era of oralism, expressive ASL fluency might not have been encouraged. Similarly, Codas whose parents learned ASL later in life or who were themselves raised orally may have grown up in environments where expressive ASL wasn’t modeled or prioritized.
The Emotional Impact of Receptive Bilingualism
For both Codas and Deaf people, receptive bilingualism can create a sense of being “in-between.” Codas with limited ASL fluency may feel disconnected from the Deaf community or struggle with the expectation that they “should” be fluent because of their upbringing. Similarly, Deaf individuals who rely on receptive English skills might feel excluded in hearing spaces or judged for not meeting societal expectations of bilingualism.
These feelings can lead to:
• Guilt or shame about perceived inadequacies.
• Frustration when communication barriers arise.
• Isolation from communities where full fluency is assumed.
However, it’s essential to emphasize that receptive bilingualism does not diminish someone’s identity as a Coda or a Deaf person. Language use is deeply personal, and everyone’s journey with bilingualism is unique.
Receptive Bilingualism in the Deaf Community
Receptive bilingualism is especially common among Deaf individuals who have been exposed to both a signed language and a spoken or written language. For example:
• A Deaf person raised orally might understand English through lipreading or reading but prefer ASL for communication.
• A Deaf individual who was language-deprived as a child may develop strong receptive ASL skills later in life but struggle with expressive fluency.
For these individuals, receptive bilingualism is often tied to systemic issues, such as language deprivation or lack of early access to signed language. It highlights the resilience of Deaf people in navigating communication challenges and developing skills despite barriers.
Fostering Empathy and Inclusion
Receptive bilingualism offers a powerful reminder of the diversity within the Deaf and Coda communities. For Deaf parents, it’s important to recognize that their hearing children’s language development might look different from their own. For hearing family members, understanding that a Deaf relative may have strong receptive English skills but rely on ASL expressively can help bridge communication gaps.
Creating inclusive spaces means:
• Acknowledging the varied ways people use language without judgment.
• Supporting opportunities for both Codas and Deaf individuals to strengthen expressive fluency if they desire.
• Recognizing that language fluency does not define cultural belonging.
Celebrating Linguistic Diversity
Receptive bilingualism is not a limitation but a reflection of the dynamic ways in which language is learned and used. Both Codas and Deaf people who experience this phenomenon embody the richness of bilingualism and biculturalism, even if their skills are asymmetrical.
Let’s celebrate the unique ways that Codas and Deaf individuals navigate language and identity, honoring their connections to both the Deaf and hearing worlds. Whether they express themselves in ASL, spoken English, or a combination of the two, their experiences and contributions are invaluable to the tapestry of the community.
the Coda Counselor 
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