Exploring deaf adults' perceptions of language use. Insights into language deprivation risks for deaf children

Purpose: The Survey is a pilot project aimed at analyzing deaf adults' self-perceptions of competence and usage in spoken and signed languages, as well as the relationship between these perceptions and the effects of language deprivation. Theoretical background: Deaf children with limited access to spoken or signed language may struggle to develop the skills necessary for academic and social integration (Marschark & Hausser, 2008), and they are at risk for the language deprivation syndrome in adulthood (Gulati, 2018), described as the “persistent lack of unhindered access to a natural language during the critical period of language acquisition” (Murray et al. 2019). In Italy, no empirical studies currently address the linguistic experiences of deaf individuals during childhood and growth, and how they feel about their mastery and frequency of use (Grosjean, 1982) of their languages in everyday life. Accounting for the age at which individuals were first exposed to sign language and spoken language, the contexts of this exposure, its duration, and the individuals involved—whether parents, deaf or hearing persons, or educational staff—could provide valuable insights into both current and past services and opportunities available for linguistic and broader skill development. Methodology: Data will be collected via an online self-report, bilingual LIS/Italian questionnaire targeting deaf adults over 18 years old residing in Italy. Corresponding DGS/German and LSF/French versions will be administered similarly in Germany and France. Variables such as country of origin, age, gender, age of initial exposure to the national sign language, number of languages currently used, contexts of use, personal sense of mastery, and frequency of use for each language will be controlled in this survey. Data collection will begin in each participating country in January 2025 and conclude in April 2025. This survey will provide valuable insights into the perceived language mastery and linguistic histories of deaf individuals in Italy, Germany, and France, enabling comparative analysis across these groups. Expected results: A deeper understanding and increased visibility of personal histories and self-perceptions regarding language among deaf individuals may contribute to raising awareness of their needs and reducing the risk of language deprivation. This insight can also support the development of more effective educational approaches. Gulati, S. (2018). Language Deprivation Syndrome. In N. S. Glickman, W. C. Hall, Language Deprivation and Deaf Mental Health. New York: Routledge, pp. 24-53. Grosjean, F. (1982). Life with two languages: An introduction to bilingualism, Harvard University Press. Marschark, M., & Hauser, P. C. (2008). Deaf Cognition. Oxford University Press. Murray JJ, Hall WC, Snoddon K. (2019) Education and health of children with hearing loss: the necessity of signed languages. Bull World Health Organ, 97(10):711-716.