This paper considers theory and research on identity development in deaf children and concludes that the exclusively oral method of instruction is not conducive to healthy identity development. The importance of interpersonal communication in identity development from the viewpoints of both sociological and psychoanalytical theories of identity is considered in discussion of the theories of G. H. Mead, L. Krappmann, and E. H. Erikson. The implication is drawn that most deaf people will not be able to achieve successful identity development during their adolescence if they have to depend on spoken language communication in essential areas of their lives. Educators are urged to provide sign language communication for deaf children at early ages. (Contains 11 references.) (DB)