CODAS are expected to rely heavily on their spoken language in secondary eduation, which reinforces their membership in the hearing world. While this may seem natural in secondary education settings, this structure serves to reinforce the hearing-centric structures of universities. The disappearance of the use of sign language reinforces the dominance of spoken language in secondary education.

Gettysburg College

CODAS are expected to be connected with Deaf communities in childhood, however Johnson reports that once CODAS transition to adulthood, they are expected to "disappear" and assimilate into the hearing world. This creates a unique relationship with languages, especially within secondary education.

CODAS Connection with Deaf and Hearing Communities in Adulthood

Johnson, S. J., & Beck, S. (2022). Navigating borderlands: Deaf and hearing experiences in post-secondary education. In T. Titchkosky, E. Gold, E. Cagulada, & M. DeWelles (Eds.), DisAppearing: Encounters in disability studies (pp. 44–53). Canadian Scholars.

Disappearing: encounters in disability studies

CODAS and Hearing Identity in Secondary Education

Johnson mentioned that she and other CODAs naturally perpetuate the dominance of spoken language in the classroom and educational settings. She also mentioned that even as she talks about her experiences within the Deaf community, she is unsure her significance is conveyed due to her use of spoken English. The education system masks their experiences as CODAs while also limiting their ability to advocate for the Deaf community.

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