Sundaymail EditorDr Christine Peta
Hearing children who have deaf parents are often described as Coda (Children of Deaf Adults). The phrase “Mother Father Deaf” is also used within the deaf community to identify hearing children of deaf parents.
Although research has indicated that over 90 percent of deaf parents have hearing children, very little is understood about the experiences of hearing children who are raised by deaf parents, particularly in the African context, including in Zimbabwe.
Many hearing children who have deaf parents are raised in environments of deaf culture, hence they learn to use sign language before they can even start to speak verbally. They usually start at a very young age to learn sign language.
Their parents commonly involve them in deaf activities and events, and in some instances they may be involved in issues that are way beyond their young age.
For example, a four-year-old hearing child may be a sign language interpreter for her mother who is seeking medical treatment for a sexually transmitted infection at a local clinic.
On October 16, 2012, a newspaper in South Africa carried an article titled “Deaf couple’s ears”. The story depicts a three-year-old girl Sfundo, who is the bridge that facilitates communication between her deaf parents and the hearing world.
“The three-year-old girl signals to her parents if there is a knock at the door or when the phone rings. If her 18-month sibling is restless at night, the girl wakes her parents up so that they can attend to the baby.”
Sfundo’s mother was quoted saying “if it’s her grandmother, I would ask Sfundo to communicate with her”. Furthermore, the parents highlighted that communication at home is easier “thanks to Sfundo”.
It, therefore, follows that Coda start interpreting at a very young age, as evidenced by the three-year-old girl who is interpreting for her parents, a reality that many deaf parented families experience (Moroe, 2013). There is evidence that families of deaf parents who have hearing children are often confronted with unique parenting and communication challenges.
The bottom line is that the scenario may present some pressure and burden, that Coda at a particular age, may be too young to resist or negotiate (Singleton and Tittle, 2000).
It is striking to note that some of the situations are accepted or encouraged by persons who are not deaf (Clark, 2003) without critically thinking about the implications on the development of the young child.
That is not to say that all involvement of Coda in the personal lives of their parents at an early age is bad.
Whilst Coda may often feel that they are caught between two cultures, the hearing culture and the deaf culture, in some instances Coda report that they find their involvement in both the hearing and deaf culture to be an enjoyable experience that results in them getting broad knowledge about the issues of life at an early age, as they play a “special” role within family structures.
Coda further argue that their unique role helps them to take responsibility and to become mature at an early age and to have the ability to feel sorry for others and to support others (Preston, 1994) compared to hearing children of hearing parents.
Coda are, therefore, both bi-lingual and bi-cultural in the sense that they often share the language and culture of their deaf parents as well as that of hearing persons who are members of the hearing community and who use verbal language that prevails in their communities.
Some Coda do not perceive themselves as belonging only to either the deaf culture or the hearing culture, neither do they align themselves specifically to sign language or to verbal speech.
They often see themselves as the bridge that links the two cultures and the two languages hence they make up a unique third niche (Preston, 1994).
Some Coda struggle to formulate their identity.
“When I turned 18, my father took me aside. He pointed out the window and said (“The time is coming. Soon you must go. That’s your world out there. The Hearing world. You belong there.”) For 18 years I had grown up deaf, and now all of a sudden I’m supposed to be hearing? I looked at him and said, (“What do I know about the hearing world? I hear, yes. I speak, yes. But I thought I was deaf”.) My father smiled and (“True, you’re deaf, but you’re hearing too.”) I grew up deaf. I guess now I’m hearing. But some part of me still feels deaf.” (Preston, 1995)
It is clear that some Coda experience conflict in relation to their identity, they are raised by deaf parents but they are hearing, and as noted by Moroe (2013) the Coda are often faced with this question: “Am I hearing or am I deaf”?
When some people see deaf parents who are communicating with their children in sign language they may say bad things, alongside an assumption that both the parents and the children will not hear anything because they are signing.
However, Coda will hear and the parents will not; but in such cases Coda often feel compelled to protect their parents from hurt, hence they usually do not tell them bad things that are said by hearing people about their deaf parents.
Even in cases where Coda are stigmatised by their peers on the grounds that they have deaf parents, Coda may not express their hurt or emotions by discussing with their parents, alongside a fear that their parents will get hurt (Clark, 2003).
That means Coda may experience a lot of psychological challenges but they may be reluctant to discuss such difficulties with their parents.
Left unattended, such psychosocial difficulties may manifest in later years, in the form of teenage misbehaviour or rebellious attitudes.
A study by Filer and Filer (2000) revealed the risk that Coda may become restless or perhaps too attentive, even at a young age, in an effort to listen to things that their deaf parents would not be able to hear.
For example, they may feel they are the ones who have to listen to the sounds of thieves who may try to break into their house, thereby becoming hyper-attentive.
Whichever way, research has indicated that deaf parents are often good parents who are care for their children and who have very good relationships with their hearing children.
Whilst issues of communication may cause greater challenges, they do not often result in serious family dysfunction.
Way forward
There is need for hearing persons to stop encouraging the use of young children as interpreters for their deaf parents in inappropriate situations or in handling issues that may be far way beyond their age, such as the example of a four-year-old girl interpreting for her mother who is seeking medical treatment for a sexually transmitted infection.
It is also critical for deaf parents to ensure that they make an effort to teach their hearing children the appropriate type of communication which they use.
That way Coda may also be encouraged to openly discuss with their parents, their own feelings and concerns so that they don’t just end up being used as interpreters for their parents’ emotions and decisions; effective communication is two way.
Dr Christine Peta is a public healthcare practitioner who, among other qualifications, holds a PhD in Disability Studies. Be part of international debate on how best to nurture a society which is more accessible, supportive and inclusive of disabled people. E-mail [email protected]
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