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The hearing community should not expect the deaf community to adapt to our ways of communicating. Communication should be like an all-terrain vehicle where the hearing community also works to meet their needs to ensure that communication is not lost.

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Jaewook Kang Blanca Chavez Angie Torres 

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Jaewook Kang Blanca Chavez Angie Torres 

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As James and Woll in 2004 says " to be deaf is to have a hearing loss" To be deaf is to is to belong to a community with its own language and culture.

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We have to be more adaptable to the Deaf community, their environment and their needs.  Many people do not consider them bilingual, but they first learn to sign, then must learn the language of people who can hear. We can also teach them to embrace their own culture. It is ok to sign and we shouldn't imply they must compromise their identity.

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There are two ways to view deaf people. The first would be the medical view, and the second would be bilingualism. The readings relate to deaf people as bilinguals, because deaf children's education, includes sign language and the hearing language. Both readings talk about how there is a development for multiple understandings about language. Language is used as a medium of instruction and not a subject. Just as language has culture, there is also a deaf culture.

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Erika Picazo, Esther Park, Heras Ra, & Xinyi Zhan

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Erika Picazo, Esther Park, Heras Ra, & Xinyi Zhan

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The images relate in that both deaf people as bilinguals due to the fact that it responses to interaction. For example, the trees on the left image displays the adaptation to its surrounding.

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Deafness and sign language is not a disadvantage but a culture. And along with writing and reading of a traditional "hearing" language, they are able to adapt into mainstream society.

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The all-terrain vehicle theory suggests Deaf education is a culture. This is the new way of thinking rather than the bicycle theory of the language being separate.

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Some people recognize that the Deaf are a unique community with their own culture that is able to go over craters (obstacles in communication with the hearing world) because they see them as an all-terrain vehicle. Others see deafness as a medical issue that is unable to bridge these craters and must be healed in order to function in the hearing world (like a bicycle).

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The idea that we have all-terrain vehicles is saying that these Deaf people have a very wide range of skills. However, the all-terrain vehicle is not as applicable to Deaf people specifically, but more to bilinguals as a whole. The all-terrain vehicle can demonstrate that language is versatile and not just a basic bicycle that can be easily condensed into two parts.

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Maddie Wagner, Larissa Morse, and Michelle Mirshokri

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Maddie Wagner, Larissa Morse, and Michelle Mirshokri

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There a bunch of different levels in deaf education. Sign language is their way of preserving their culture and creating an overall community. By learning a spoken language it connects them to other communities.

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They are using abilities to strengthen both languages and are given more tools in their tool box to use.

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The difference between the bicycle and all-terrain vehicle in thinking about bilingualism is that the bicycle is less versatile and is symbolizing that bilingualism is only two wheels because there’s only two languages that are being learned, however the all-terrain vehicle point of view is saying that there’s so much more to bilingualism, such as the culture, language, community,  society as a whole.

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The branches of the banyan tree represent different backgrounds and contexts of language learners. Deaf people can come from all types of different backgrounds such as coming from a hearing family or a deaf family. This could affect the way that they need to be taught in order to learn the information. However, there is still one common goal (the roots of the tree) of being proficient in multiple languages while still preserving and fostering one's culture.

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The Deaf are often bilingual because they learn ASL and written (occasionally spoken) English (Baker). However multiple languages allows them to branch out and expand in multiple languages, such as the banyan tree (Garcia).

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With the bicycle there's not a stronger communication as with the all-terrain vehicle. The all-terrain vehicle can overcome greater challenges than the bicycle.

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The all-terrain vehicle is a metaphor to imply that bilingual education is more than just learning a language.  It is salient and must adapt with the times and well as the environment. This contrasts with a bicycle because it only has two wheels and focuses less on adapting to the environment.

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These two images show the Banyan tree and the all-terrain vehicle. They show the complexities of bilingual education and the many different branches and components involved in the system.

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The new idea about learning languages is about being able to use the languages in more than one context. You should apply the languages to culture, school, and interpersonal communication. The bicycle metaphor is balancing two languages that are separate and the all-terrain vehicle doesn't make the languages separate, rather combines the languages.

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For bilingual education to flourish, the Banyan tree needs the roots of students and community's members. Bilingual education (the trunk) accepts and fosters the varying branches/stems/leaves e.g. varying cultures, languages. The diversity in education is representative of different experiences, techniques, and knowledge.

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The difference between the bicycle and the all-terrain vehicle in thinking about bilingualism, is that the bicycle would be just knowing and understanding a second language, where as the all-terrain vehicle is developing multiple understandings about languages, cultures, and it fosters appreciation for human diversity. The all-terrain vehicle would make you polydirectional, compared to the bicycle which would make you unidirectional.

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The banyan tree is an illustration of the complex nature of bilingual education. Growing from the same roots, the branches of the banyan tree grow in all different directions. Similarly, bilingual education programs commonly have the same objective but reach this objective in multiple ways.

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Having and working with multiple languages gives someone more tools and is more sturdy than less

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Having and working with multiple languages gives someone more tools and is more sturdy than less

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Bilingual education is much more than just learning a second language. It is not like a bicycle that only works in certain terrain but more like an all-terrain vehicle that is much more versatile. Therefore a bilingual education should consist of connective wholes that encourages union of languages.

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Maddie Wagner, Larissa Morse, and Michelle Mirshokri

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Maddie Wagner, Larissa Morse, and Michelle Mirshokri

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Bilingualism cannot be seen as one straight path, there are many other factors that contribute. This is like the Banyan tree which grows in many different directions. The tree preserves the structure just like bilingualism helps preserve and protect culture.

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In a way the banyan tree represents the bilingual program as it enables practices and carries tradition with age. Its roots represents the solidarity and the importance carried by the monolingual ideal in the modern language network. The tree can be characterized as a sprouting object, with fresh ideal like Dual immersion, but it is all deeply connected to its roots.

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Bilingual education should be more than just connecting with a secondary language (like a bicycle), it should be able to connect with communication and culture of the other language (like a all terrain vehicle). As with a bicycle, bilingual education separates the two languages and demands that they be seen as two entities, while an all terrain vehicle encompasses many parts and cannot function without all of them together (fluidity between languages). An all terrain vehicle is more durable and able to face the challenges of bilingual education.

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Jaewook Kang Blanca Chavez Angie Torres 

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Jaewook Kang Blanca Chavez Angie Torres 

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The bicycle the ownership of two languages is not so simple as having two wheels or two eyes. So the bilingual education is not simply about one language but a second language equals two languages. Just like a terrain shifts and changes, so does our communication as we speak especially when it comes down to being bilingual.

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Erika Picazo Esther Park Heras Ra & Xinyi Zhan

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Erika Picazo Esther Park Heras Ra & Xinyi Zhan

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Bilingual education is interchangeable in it's own cultural community, as in their diversity,  like the Banyan Tree. Garcia mentions that language practices are polydirectional like the roots of the tree and they are adaptive and interchangeable.

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Garcia compares the banyan tree to what bilingual education needs to be. The banyan tree grows in many different directions and goes with the flow. Garcia then connects this back to bilingual education by saying that this system needs to be "adaptive and able to expand and contract as the communicative situations shift and as the terrain changes." Bilingual education cannot fit into a linear fashion.

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"The language practices of bilinguals are interrelated and expand in different directions to include the different communicative contexts in which they exist" (Garcia 8). Because the language practices are interconnected, they protect and support the community and the language. Like the banyan tree, languages are constantly growing, connecting, and intertwining.