Based on a bibliographical review and re-readings of different authors, we aim to bring visibility to the discussion regarding intermodal bilingualism and, consequently, to present a reflection on the acquisition of the first and second languages (L1 and L2) by deaf children. We aim to highlight the importance of the first language, in this case, sign language, as a means for developing competence in the second language, the oral language, in its written modality. We divided the article into an explanation of the contact of deaf children with sign language (SL) as their first language. It discusses the development of oral language (OL) as the second language: first addressing writing and then moving on to issues related to reading. Finally, it reflects on using visual resources and how these visual modes can enhance the second language teaching and learning process for deaf children.
Based on a bibliographical review and re-readings of different authors, we aim to bring visibility to the discussion regarding intermodal bilingualism and, consequently, to present a reflection on the acquisition of the first and second languages (L1 and L2) by deaf children. We aim to highlight the importance of the first language, in this case, sign language, as a means for developing competence in the second language, the oral language, in its written modality. We divided the article into an explanation of the contact of deaf children with sign language (SL) as their first language. It discusses the development of oral language (OL) as the second language: first addressing writing and then moving on to issues related to reading. Finally, it reflects on using visual resources and how these visual modes can enhance the second language teaching and learning process for deaf children.