Bilingual-Bicultural teaching philosophy. Schools in California, Indiana, and Maryland soon also officially adopted Bilingual-Bicultural teaching philosophies. On September 24, 2018, Carey M. Ballard published a thirty-minute documentary film, Bilingual-Bicultural Movement at The Learning Center for the Deaf, which examines the history of the movement. History Bilingual–bicultural education is based on Cummins' Model of Linguistic Interdependence. In 1976, James Cummins predicted that proficiency in a first language would correlate to competence in a second language because a single cognitive process underlies language acquisition for both languages. After decades of using the oral method of education, some advocates sought a new method for teaching deaf students. Many schools then began to use systems of Manually Coded English (MCE) in an attempt to develop English in deaf students. After the perceived failure of Manually Coded English systems, some educators began using the bilingual–bicultural model. Socio-emotional impact Research has shown links between sociocultural factors and students' educational success. Learning in their first language allows students to feel a sense of belonging, leading to their academic success, including development in their two languages. The bilingual teaching approach creates meaningful academic experiences for students when cultural factors are recognized. The cultural aspect of the bicultural bilingual approach enhances deaf students' experiences success in school. The school climate in a bicultural-bilingual setting gives students the opportunity to foster their academic, cognitive and socio-cultural skills in two languages. Lev Vygotsky, a former Soviet psychologist renowned for his study on social cognitive development, argued that the quality and quantity of children's play is contingent upon the language shared among children. Piaget, another psychologist renowned for his child development study, and Vygotsky agreed that language plays a significant role in cognitive and social development, because language competence significantly shapes play behaviors. When deaf children are in a Bi-Bi setting where they have access to language and the full ability to communicate with their peers, they are developing and fine-tuning their cognitive and social skills. A study on deaf children and theory of mind (ToM), which is essentially the ability to put oneself in someone else's shoes, showed no differences in performance in theory of mind tasks between deaf children of deaf parents and their hearing peers. This means that deaf children with deaf parents were advantaged in having acquired language from birth. Deaf children with hearing parents, whether they were educated using spoken English or ASL, showed delays in two