Question: In what language did the most famous student of Bell speak?

full_context: Document 1: South Carolina School for the Deaf and Blind: The South Carolina School for the Deaf and the Blind is a school in Spartanburg, South Carolina, United States. It was founded in 1849 by the Reverend Newton Pinckney Walker as a private school for students who were deaf. The School for the Blind was established in 1855, and the school became state funded in 1856. The School for the Multihandicapped was established in 1977, and the school began providing outreach services in the mid 1980s.
Document 2: Alexander Graham Bell: As a young child, Bell, like his brothers, received his early schooling at home from his father. At an early age, he was enrolled at the Royal High School, Edinburgh, Scotland, which he left at the age of 15, having completed only the first four forms. His school record was undistinguished, marked by absenteeism and lacklustre grades. His main interest remained in the sciences, especially biology while he treated other school subjects with indifference, to the dismay of his demanding father. Upon leaving school, Bell travelled to London to live with his grandfather, Alexander Bell. During the year he spent with his grandfather, a love of learning was born, with long hours spent in serious discussion and study. The elder Bell took great efforts to have his young pupil learn to speak clearly and with conviction, the attributes that his pupil would need to become a teacher himself. At the age of 16, Bell secured a position as a "pupil-teacher" of elocution and music, in Weston House Academy at Elgin, Moray, Scotland. Although he was enrolled as a student in Latin and Greek, he instructed classes himself in return for board and £10 per session. The following year, he attended the University of Edinburgh; joining his older brother Melville who had enrolled there the previous year. In 1868, not long before he departed for Canada with his family, Bell completed his matriculation exams and was accepted for admission to University College London.
Document 3: Laura Bridgman: Laura Dewey Lynn Bridgman (December 21, 1829 – May 24, 1889) is known as the first deaf-blind American child to gain a significant education in the English language, fifty years before the more famous Helen Keller. Bridgman was left deaf-blind at the age of two after suffering a bout of scarlet fever. She was educated at the Perkins Institution for the Blind where, under the direction of Samuel Gridley Howe, she learned to read and communicate using Braille and the manual alphabet developed by Charles-Michel de l'Épée.
Document 4: Grace Fernald: Grace Maxwell Fernald (November 29, 1879 – January 16, 1950) was an educational psychologist and influential figure in early twentieth century literacy education. Fernald established "the first clinic for remedial instruction in 1921 at the University of California, Los Angeles". Tracing tactile learning tendencies back to Quintilian, Séguin, and Montessori, Fernald's kinesthetic spelling and reading method prompted struggling students to trace words. Years of research culminated in 1943 with her classic work, "Remedial Techniques in Basic School Subjects". The popular kinesthetic method anchors modern instruction in the areas of special education and remedial reading. Kinesthetic learning is also included as one of Howard Gardner's multiple intelligences. Fernald's notion of incorporating the physical with the auditory, verbal, and visual elements of reading instruction, now known as "VAKT", multimodal learning, or multisensory imagery, continues to guide educators today.
Document 5: Deaf education: John Bulwer, an English physician, wrote five works on bodily human communication (particularly gestures). He was the first person in England to propose educating deaf people, outlining plans for an academy in Philocophus and The Dumbe mans academie.
Document 6: Alexander Graham Bell: At the age of 19, he wrote a report on his work and sent it to philologist Alexander Ellis, a colleague of his father (who would later be portrayed as Professor Henry Higgins in Pygmalion). Ellis immediately wrote back indicating that the experiments were similar to existing work in Germany, and also lent Bell a copy of Hermann von Helmholtz's work, The Sensations of Tone as a Physiological Basis for the Theory of Music.
Document 7: Liliana Mayo: Liliana Mayo is the founder and general director of Centro Ann Sullivan del Perú, an organization that serves people with developmental disabilities and their families. She is a frequent key speaker on parent and sibling training, supported employment opportunities for people with developmental disabilities, inclusion and distance education. She is a professor of special education at the Pontificia Universidad Católica del Perú and Universidad Peruana Cayetano Heredia, and adjunct faculty member of the Applied Behavioral Science Department at the University of Kansas. She received her B.S. degree in psychology from the Universidad Nacional Mayor de San Marcos, and her M.A. and Ph.D. degrees in Human Development and Family Life from the University of Kansas.
Document 8: Alexander Graham Bell: Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's system, in October 1872, Alexander Bell opened his "School of Vocal Physiology and Mechanics of Speech" in Boston, which attracted a large number of deaf pupils, with his first class numbering 30 students. While he was working as a private tutor, one of his most famous pupils was Helen Keller, who came to him as a young child unable to see, hear, or speak. She was later to say that Bell dedicated his life to the penetration of that "inhuman silence which separates and estranges." In 1893, Keller performed the sod-breaking ceremony for the construction of the new Bell's new Volta Bureau, dedicated to "the increase and diffusion of knowledge relating to the deaf".
Document 9: Alexander Graham Bell: Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. Traveling to Boston in April 1871, Bell proved successful in training the school's instructors. He was subsequently asked to repeat the program at the American Asylum for Deaf-mutes in Hartford, Connecticut, and the Clarke School for the Deaf in Northampton, Massachusetts.
Document 10: Louis Braille: Blinded in both eyes as a result of an early childhood accident, Braille mastered his disability while still a boy. He excelled in his education and received a scholarship to France's Royal Institute for Blind Youth. While still a student there, he began developing a system of tactile code that could allow blind people to read and write quickly and efficiently. Inspired by the military cryptography of Charles Barbier, Braille constructed a new method built specifically for the needs of the blind. He presented his work to his peers for the first time in 1824.
Document 11: Alexander Graham Bell: As a young child, Bell, like his brothers, received his early schooling at home from his father. At an early age, however, he was enrolled at the Royal High School, Edinburgh, Scotland, which he left at age 15, completing only the first four forms. His school record was undistinguished, marked by absenteeism and lacklustre grades. His main interest remained in the sciences, especially biology, while he treated other school subjects with indifference, to the dismay of his demanding father. Upon leaving school, Bell travelled to London to live with his grandfather, Alexander Bell. During the year he spent with his grandfather, a love of learning was born, with long hours spent in serious discussion and study. The elder Bell took great efforts to have his young pupil learn to speak clearly and with conviction, the attributes that his pupil would need to become a teacher himself. At age 16, Bell secured a position as a "pupil-teacher" of elocution and music, in Weston House Academy, at Elgin, Moray, Scotland. Although he was enrolled as a student in Latin and Greek, he instructed classes himself in return for board and £10 per session. The following year, he attended the University of Edinburgh; joining his older brother Melville who had enrolled there the previous year. In 1868, not long before he departed for Canada with his family, Bell completed his matriculation exams and was accepted for admission to the University of London.
Document 12: Alexander Graham Bell: In the following year, Bell became professor of Vocal Physiology and Elocution at the Boston University School of Oratory. During this period, he alternated between Boston and Brantford, spending summers in his Canadian home. At Boston University, Bell was "swept up" by the excitement engendered by the many scientists and inventors residing in the city. He continued his research in sound and endeavored to find a way to transmit musical notes and articulate speech, but although absorbed by his experiments, he found it difficult to devote enough time to experimentation. While days and evenings were occupied by his teaching and private classes, Bell began to stay awake late into the night, running experiment after experiment in rented facilities at his boarding house. Keeping "night owl" hours, he worried that his work would be discovered and took great pains to lock up his notebooks and laboratory equipment. Bell had a specially made table where he could place his notes and equipment inside a locking cover. Worse still, his health deteriorated as he suffered severe headaches. Returning to Boston in fall 1873, Bell made a fateful decision to concentrate on his experiments in sound.
Document 13: Alexander Graham Bell: Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded the first U.S. patent for the telephone in 1876.[N 4] Bell considered his most famous invention an intrusion on his real work as a scientist and refused to have a telephone in his study.[N 5]
Document 14: Chieko Asakawa: Asakawa was born with normal sight, but after she injured her optic nerve when she hit her left eye on the side of a swimming pool at age 11, she began losing her sight, and by age 14 she was fully blind. She earned a bachelor's degree in English literature at Otemon Gakuin University in Osaka in 1982 and then began a two-year computer programming course for blind people using an Optacon to translate print to tactile sensation. She joined IBM Research with a temporary position in 1984, and became a permanent staff researcher there one year later. In 2004 she earned a Ph.D. in engineering from the University of Tokyo.
Document 15: Alexander Graham Bell: In March 1875, Bell and Pollok visited the famous scientist Joseph Henry, who was then director of the Smithsonian Institution, and asked Henry's advice on the electrical multi-reed apparatus that Bell hoped would transmit the human voice by telegraph. Henry replied that Bell had "the germ of a great invention". When Bell said that he did not have the necessary knowledge, Henry replied, "Get it!" That declaration greatly encouraged Bell to keep trying, even though he did not have the equipment needed to continue his experiments, nor the ability to create a working model of his ideas. However, a chance meeting in 1874 between Bell and Thomas A. Watson, an experienced electrical designer and mechanic at the electrical machine shop of Charles Williams, changed all that.
ground_truth: English language
sub_queries: Which of Bell's students is the most well known? Answer: Helen Keller
Helen Keller >> languages spoken, written or signed Answer: English language