In fact, bilingual children show more development in cognitive, linguistic, and meta-linguistic processes than their monolingual peers.
[5] In 1985, The Learning Center for Deaf Children in Framingham, Massachusetts, was able to convince Philip to begin a new career as Special Assistant to the Director for Implementation of Bilingual/Bicultural Policies.
[10] The bilingual teaching approach creates meaningful academic experiences for students when cultural factors are recognized.
[11] The cultural aspect of the bicultural bilingual approach enhances deaf students' experiences success in school.
[12] The school climate in a bicultural-bilingual setting gives students the opportunity to foster their academic, cognitive and socio-cultural skills in two languages.
[15] When deaf children are in a Bi-Bi setting where they have access to language and the full ability to communicate with their peers, they are developing and fine-tuning their cognitive and social skills.
Deaf children with hearing parents, whether they were educated using spoken English or ASL, showed delays in two ToM tasks, false beliefs and knowledge states.
The primary cause of delays in theory of mind is the lack of access to conversations in the environmental, opportunities for incidental learning, and the difficulty in communicating about daily routines.
It can be argued that the Bi-Bi approach provides deaf children with optimal access to language to support typical socio-emotional development.