This presentation will dynamically demonstrate the benefits of using a bilingual-bicultural approach with deaf children of both deaf and hearing parents. Four families with deaf and hard-of-hearing (DHH) children will be compared and contrasted to show the difference and similarities in their experience, as well as the relative differences of introducing Auslan at different stages of a child’s life. The comparisons are unique, as parents are both deaf and hearing, families have one or more DHH children, device use differs among children as does the number of hearing siblings, the children’s ages range from 2 to 13 years, and the age of Auslan introduction ranges from the DHH child’s birth to eight years old. Auslan development and use varies across families, as does the language of school instruction for the children (both hearing and deaf).

Semi-structured interviews identified parental perspectives on communication benefits, family dynamics, optimism for the future, social engagement and general wellbeing of all family members. Questionnaires allowed all children above the age of four to express their perceptions of using Auslan in their household, with their extended family, at school and in other social settings.

Results showing both parental perspectives and children’s perceptions stemming from a bilingual-bicultural approach are sorely lacking in research; yet there is evidence to suggest that early, family-based Auslan use is protective against identity struggles through adolescence. Families using this approach are anecdotally reported to be more empowered by the concept of “Deaf Gain”, rather than inhibited by the deprivation-laden model of “hearing loss”. As emotional intelligence and mental wellbeing become ever more important for the current and next generations of children, these issues require further investigation to provide improved evidence that a bilingual-bicultural approach has copious benefits far beyond the individual deaf child.

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