This paper discusses factors that influence deaf and hard of hearing children's spoken English development. It addresses philosophical and practical issues related to maximizing these children's communication with the hearing majority within an educational environment that capitalizes on American Sign Language as a fully accessible language for classroom instruction. Identified factors involved in spoken English development include amount of residual hearing, amplification, language competency, family support, and intelligence level. Looking at the question of sign language or speech, the paper supports keeping the two languages separate (like other bilingual children) in contrast to the popular "simultaneous communication" method. The importance of maintaining realistic expectations is stressed with 11 questions to help parents set realistic goals. Examples are given of use of the two basic bilingual education strategies: (1) having specific people use each language; and (2) designating specific times, settings, or circumstances for each language. Also discussed are acquiring spoken English through natural interaction, learning spoken English through teaching and practice, and communication in the community. (Contains 16 references.) (DB)