The authors argue that learning written English through fluency in ASL does not parrallel the learning of the written form of a second spoken language through fluency in a first spoken language. This theoretical article deserves to be read by parents and professionals who wish English literacy for their deaf children. Let's consider the theory of how a literate English speaker learns to write in a second oral language. Firstly the English speaker acquires English literacy in four steps. The English speaker learns spoken English.
Inner speech is very important because it allows the user to mentally juggle with English.
Grammatical forms that characterise written English as contrasted to spoken English are learnt and used. The literate English speaker now wishes to learn a second spoken language. Spoken fluency and literacy in this second language is achieved by the native speaker of that language in a similar four step manner as occurred in the literate English speaker. Thus the literate English speaker has an equivalent model to assist in learning the second language. Now, let's consider the learning of written English by a fluent ASL user.