No, babies do not stop signing when they start talking. In fact, research on bilingual language development shows that children who learn sign language alongside spoken language typically continue using both communication modes throughout their lives. When a deaf child with hearing parents learns American Sign Language (ASL) and spoken English, or when a hearing child with deaf parents learns ASL and English, they generally maintain both languages rather than abandoning one. The misconception that speech replaces signing comes from outdated educational practices that discouraged simultaneous bilingualism, but modern linguistics confirms that children’s brains are remarkably capable of managing multiple language systems without one replacing the other. For example, a hearing toddler with two deaf parents might sign fluently with mom and dad at home while also developing spoken English through school and peers.
By age five, this child isn’t “switching” from signing to talking—they’re fluidly code-switching between both languages depending on context, audience, and communication needs. The same principle applies to deaf children learning both ASL and spoken English through hearing aids or cochlear implants, or hearing children of deaf adults (CODAs) who grow up genuinely bilingual. The confusion likely stems from the historical education debate where some schools tried to eliminate sign language to force oral-only speech development. That approach actually harmed children’s overall language development rather than helping it. Modern research in bilingualism and Deaf culture has thoroughly debunked the idea that learning sign language interferes with spoken language acquisition.
Table of Contents
- How Do Signing and Speaking Develop Together?
- The Bilingual Brain and Code-Switching
- What Research Says About Simultaneous Bilingualism in Sign and Speech
- Maintaining Both Languages As Children Grow
- Common Misconceptions About Sign Language Loss
- Sign Language in Multilingual Families
- The Future of Sign-Speech Bilingualism
- Conclusion
How Do Signing and Speaking Develop Together?
When a child is exposed to both sign and spoken language from infancy, their brain develops neural pathways for both systems simultaneously. Neuroimaging studies show that bilingual children activate overlapping brain regions for both languages, suggesting an integrated rather than competing system. A child exposed to ASL from birth and English from six months develops the same early language milestones in both languages as monolingual children do in one language—just distributed across two systems. The timeline is similar for both modalities. A signing child typically produces their first sign around 10-12 months, matching the age of first words in speaking children. By 18 months, bilingual children might have 50 signs and 50 spoken words, or some combination.
The crucial point is that early exposure to both languages doesn’t slow development; it enriches it. Children who grow up with both signed and spoken language don’t “wait” to master one before using the other—they’re developing both in parallel. One important caveat: if a child is exposed to inconsistent or limited input in either language, development can lag. A child who sees sign language only occasionally at school but speaks English at home won’t develop fluent signing. Language development requires consistent, meaningful exposure. But when both languages are present in the child’s daily environment with native or fluent users, bilingualism becomes the natural outcome.
The Bilingual Brain and Code-Switching
Children who grow up bilingual in sign and speech develop a remarkable ability called code-switching—seamlessly moving between languages based on social context. A CODA might sign with their deaf parent, then switch to speaking with a hearing sibling without conscious effort. Research on CODAs shows they often maintain signing throughout adulthood, using it as their primary language with deaf family members while professionally and socially using spoken English. The brain doesn’t experience these languages as competitors but as complementary tools. Bilingual children actually show cognitive advantages in executive function and mental flexibility compared to monolingual peers.
However, there’s a limitation worth noting: children can only develop deep fluency in a language if they receive adequate exposure and use. A hearing child raised by deaf parents who then attends a hearing-only school might experience language attrition in signing if there’s no continued exposure or motivation to maintain it. This isn’t inevitable, but it’s a real possibility without intentional effort. A practical concern parents face is ensuring their child maintains both languages over time. The stronger social pressure in most societies toward spoken language means that unless families actively maintain signing—through regular contact with Deaf community members, deaf relatives, or sign language social groups—a bilingual child might gradually use signing less as they get older. This represents a choice point for families, not a biological inevitability.
What Research Says About Simultaneous Bilingualism in Sign and Speech
Longitudinal studies tracking bilingual sign-speech children show consistent findings: both languages develop robustly when both are present in the environment. A landmark study following children of deaf parents over several years found that these children performed at grade level or above in reading and writing English, while maintaining fluent ASL. Their bilingual competence didn’t disadvantage them academically; if anything, it provided cognitive benefits. Deaf children who receive cochlear implants while already having established ASL don’t lose their signing ability. Many continue developing both ASL literacy and spoken English literacy, becoming bilingual in the full sense.
These children sometimes report that having two language systems actually helps them understand language concepts more deeply, since they can compare how different languages express the same ideas. One important distinction: achieving bilingual fluency is different from partial exposure. A deaf child who grows up primarily using spoken language or speech technology, with only occasional exposure to sign language, won’t develop signing fluency. Similarly, a hearing child attending a once-a-week sign language class won’t become fluent. Genuine bilingualism requires regular, meaningful interaction in both languages throughout development.
Maintaining Both Languages As Children Grow
Parents and educators often wonder how to support both sign and spoken language development. The answer lies in consistent exposure and social opportunity. Children need meaningful reasons to use both languages—a deaf playmate for signing, daily spoken language interaction, and positive reinforcement for using both. Many families find success with the “one parent, one language” approach, where one parent consistently signs and the other consistently speaks, or by arranging regular Deaf community activities. Schools and programs that support true bilingualism typically see better outcomes than those that push exclusively toward one language.
Bilingual education programs that incorporate sign language instruction benefit all students, not just deaf or hard-of-hearing children. When schools frame bilingualism as an asset rather than a problem to fix, children maintain both languages more successfully and develop stronger overall literacy skills. A tradeoff to consider: investing in bilingual development requires intentional effort. It’s easier to let children drift toward the dominant language in their society. But the cognitive and social benefits of maintaining bilingualism—staying connected to Deaf culture, supporting family relationships, developing cognitive flexibility—often justify the effort for families who value both languages.
Common Misconceptions About Sign Language Loss
One persistent myth is that children automatically stop signing once they start talking, or that talking is “easier” so children naturally prefer it. This misunderstands how language works. A child doesn’t experience signing as harder or less efficient than speaking; they experience both as natural communication tools. Deaf children with hearing aids or implants don’t inherently prefer speech to signing—their preference depends on what’s more effective for their particular situation and what their community values. Another misconception is that signing somehow “interferes” with speech development. Parents sometimes worry that exposing a hearing child to sign language will delay speech.
Research consistently contradicts this. Hearing children of deaf parents develop spoken English on a normal timeline, typically through school, media, and peers, while also developing native ASL fluency. The concern often reflects outdated educational philosophy rather than actual language science. A warning about inconsistent messaging: children can become confused if adults send contradictory messages about which language is “better” or “more important.” A hearing child with deaf parents who hears from teachers that signing is a handicap might internalize shame about their home language. Conversely, a deaf child who’s told speaking is less valuable might avoid developing oral skills that could be genuinely useful. Supporting bilingual development means consistently valuing both languages.
Sign Language in Multilingual Families
Families where English, Spanish, and ASL coexist are increasingly common. These trilingually exposed children can develop competence in all three languages given adequate exposure. A child with one deaf Spanish-signing parent and one hearing English-speaking parent might naturally develop Spanish signing, English speech, and potentially ASL through school or community.
The principles remain the same: adequate exposure, consistent models, and social opportunity. Research on trilingual sign-speech development is still emerging, but preliminary findings suggest that children can manage three language systems without significant difficulty. The cognitive load of trilingualism is real—these children might have slightly smaller vocabulary in each individual language compared to monolingual peers—but their overall communicative competence and cognitive flexibility typically exceed monolingual norms.
The Future of Sign-Speech Bilingualism
As Deaf culture gains greater recognition and inclusion improves, more hearing people are learning sign language intentionally, and more multilingual families are choosing to raise children bilingual in sign and speech. This cultural shift means children growing up in these families have greater peer community to support their signing, making it easier to maintain both languages long-term. Technology is also changing the landscape.
With video relay services, instant messaging, and accessible media, deaf and hard-of-hearing individuals can communicate effectively using multiple modalities. Future generations might see sign-speech bilingualism not as a challenge to manage but as a natural asset in an increasingly accessible and inclusive world. The evidence is clear: when families and communities support both languages, children thrive with both.
Conclusion
The answer to whether babies stop signing when they start talking is definitively no. Children exposed to both sign language and spoken language from early childhood typically maintain both, developing genuine bilingualism rather than replacing one language with another. Research in linguistics, neuroscience, and bilingual development consistently shows that simultaneous exposure to two languages doesn’t create conflict or delay—it creates a more flexible, cognitively enriched communicator.
The key to maintaining both languages lies in consistent exposure, supportive community, and positive messaging about the value of both languages. Families choosing to raise bilingual children in sign and speech should do so with confidence that this approach supports strong development in both modalities. By understanding that bilingualism is the norm in many parts of the world and is increasingly recognized as a significant cognitive asset, parents can build the communicative environment their children need to thrive.