Children who are deaf follow a similar language development as those children who are hearing. That is, if the children have access to language from the start. What do mothers, family, even strangers do to babies when they see them? They talk and talk to the baby even thought they know the baby can't talk back or understands what they are saying. However, this is how children develop language. If a mother or other family members did not talk to the baby from the start then the child would lag behind in language development. The same goes for babies who are deaf. If a baby is deaf what should the mother and family do with the baby from day one? Sign! Start signing to the baby so they do not fall behind. It sounds like an easy thing to do, however, there are several factors that make this difficult like hearing parents and deaf children. Looking at the chart on page 51, there are some things that differ from hearing children and deaf children in terms of language development. In children grades K-2, conversational norms would have to be modeled especially if the deaf student is mainstreamed and if they have hearing parents. Sign language, of course, relies on visual cues to indicate turn taking. For example, putting your hands down to your side or in your lap can indicate that you are finished conversing. Also, ASL does  use -ed or -s to modify words. For ages 3-5, ASL uses would not use the words -the or -a, no pronunciation (unless they were also in speech class), and no use of rhyming words. For 6-8, may have trouble detecting sarcasm because sarcasm is different in ASL and in English. For 9-12, may have a hard time understanding metaphors, proverbs, and hyperboles without formal instruction. If a deaf student is mainstreamed into the a public school, all of the nuances of English are not going to come naturally or through exposure. These things will have to be formally taught or modeled through the interpreter. Children whose first language is English, will be able to learn a lot of the strange nuances of the language through incidental listening where as the deaf student does not have the same luxury. A majority of the English nuances cannot be incidentally learned through the interpreter either. These are things that need to be formally taught in order for the deaf student to understand.