The author examines the use of oral bilingual models in programs for the hearing impaired, contending that the native language of a hearing impaired child of hearing parents is frequently sign language. It is suggested that classrooms for the hearing impaired could combine numerous languages (Signed English, Signing Exact English, and American Sign Language) and modes according to models of monoliterate and partial bilingualism. It is also pointed out that a native or near native signing staff would be necessary if such a model were adopted. (CL)