Hostname: page-component-745bb68f8f-lrblm Total loading time: 0 Render date: 2025-01-08T10:18:03.375Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching American Sign Language to Hearing Adult Learners

Published online by Cambridge University Press:  02 September 2011

David Quinto-Pozos
Get access Rights & Permissions [Opens in a new window]

Abstract

American Sign Language (ASL) has become a very popular language in high schools, colleges, and universities throughout the U.S., due, in part, to the growing number of schools that allow students to take the language in order to fulfill a foreign or general language requirement. Within the past couple decades, the number of students enrolled in ASL classes has increased dramatically, and there are likely more instructors of ASL at the present time than ever before. ASL and spoken language instruction are similar in some aspects; however, there are also differences between the two (e.g., modality differences involving visual rather than auditory perception and processing, no commonly used writing system in ASL, and the socio-cultural history of deaf-hearing relations). In spite of these differences, minimal research has been done on ASL learning and classroom pedagogy—especially in recent years. This article reports on studies that have been performed recently and it also suggests various themes for future research. In particular, three main areas of research are proposed: the possible role of the socio-political history of the Deaf community in which ASL teaching is situated, linguistic differences between signed and spoken languages, and the use of video and computer-based technologies.

Type
SECTION B: SECOND LANGUAGE INSTRUCTION FOR SPECIFIC LEARNERS
Information
Annual Review of Applied Linguistics , Volume 31 , March 2011 , pp. 137 - 158
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANNOTATED BIBLIOGRAPHY

Mertzani, M. (Ed.). (2010). Sign language teaching and learning. Papers from the 1st Symposium in applied sign linguistics. Centre for Deaf Studies, University of Bristol, 24–26 September 2009. Bristol, UK: Centre for Deaf Studies, University of Bristol.Google Scholar
Napier, J., Leigh, G., & Nann, S. (2007). Teaching sign language to hearing parents of Deaf children: An action research process. Deafness and Education International, 9, 83–100.CrossRefGoogle Scholar
Peterson, R. (2009). The unlearning curve: Learning to learn American Sign Language. Burtonsville, MD: Sign Media.Google Scholar

REFERENCES

Ashton, G., Cagle, K., Kurz, K., Newell, W., Peterson, R., & Zinza, J. (in press). Standards for Learning American Sign Language (ASL) in the 21st Century. In Standards for Foreign Language Learning in the 21st Century. Yonkers, NY: National Standards in Foreign Language Education Project.Google Scholar
Baker-Shenk, C., & Cokely, D. (1980). American sign language. Washington, DC: Gallaudet University Press.Google Scholar
Bienvenu, M. J. (2009). Revolution at work: ASL curriculum re-visited. Deaf Studies Digital Journal, 1. Retrieved from http://dsdj.gallaudet.edu/index.php?issue=1Google Scholar
Bosworth, R. G., & Emmorey, K. (2010). Effects of iconicity and semantic relatedness on lexical access in American Sign Language. Journal of Experimental Psychology: Learning, Memory, & Cognition, 36, 1573–1581.Google ScholarPubMed
Buisson, G. J. (2007). Using online glossing lessons for accelerated instruction in ASL for preservice Deaf education majors. American Annals of the Deaf, 152, 331–343.CrossRefGoogle ScholarPubMed
Caccamise, F., & Hicks, D. (1978). American Sign Language in a bilingual, bicultural context. Proceedings of the Second National Symposium on Sign Language Research and Teaching, Coronado, CA. Bethesda, MD: National Association of the Deaf.Google Scholar
Cassell, J. (1996). Bravo ASL! Curriculum. Eden Prairie, MH: Sign Enhancers.Google Scholar
Cooper, S. B., Reisman, J. I., & Watson, D. (2008). The status of sign language instruction in institutions of higher education, 1994–2004. American Annals of the Deaf, 153, 78–88.CrossRefGoogle ScholarPubMed
Frishberg, N. (1988). Signers of tales: The case for literary status of an unwritten language. Sign Language Studies, 59, 149–170.CrossRefGoogle Scholar
Furman, N., Goldberg, D., & Lusin, N. (2010). Enrollments in languages other than English in United States institutions of higher education, Fall 2010. Retrieved from http://www.mla.org/2009_enrollmentsurveyGoogle Scholar
Gullberg, M. (2010). Methodological reflections on gesture analysis in second language acquisition and bilingualism research. Second Language Research 26, 75–102.CrossRefGoogle Scholar
Humphries, T., & Padden, C.,(1992). Learning American Sign Language. Englewood Cliffs, NJ: Prentice Hall Humphries, Padden, C., & O'Rourke, T. (1980). A basic course in American Sign Language. Carrollton, TX: TJ Publishers.Google Scholar
Jacobowitz, E. L. (2005). American Sign Language teacher-preparation programs in the United States. Sign Language Studies, 6, 76–110.CrossRefGoogle Scholar
Jacobs, R. (1996). Just how hard is it to learn ASL: The case for ASL as a truly foreign language. In Lucas, C. (Ed.), Multicultural aspects of sociolinguistics in deaf communities (pp. 183–226). Washington, DC: Gallaudet University Press.Google Scholar
Kanda, J., & Fleischer, L. (1988). Who is qualified to teach American Sign Language? Sign Language Studies, 59, 183–194.CrossRefGoogle Scholar
Kemp, M. (1998). Why is learning American Sign Language a challenge? American Annals of the Deaf, 143, 255–259.Google ScholarPubMed
Klima, E., & Bellugi, U. (1979). The signs of language. Cambridge, MA: Harvard University Press.Google Scholar
Ladd, P. (2003). Understanding Deaf culture: In search of Deafhood. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Lane, H. (1999). The mask of benevolence: Disabling the Deaf community. San Diego, CA: Dawn Sign Press.Google Scholar
Lane, H., Hoffmeister, R., & Bahan, B. (1996). Journey into the Deaf world. San Diego, CA: Dawn Sign Press.Google Scholar
Lessard, P. (2002). Classifiers: A closer look. San Francisco, CA: Treehouse Video LLC.Google Scholar
Mayberry, R. I. (1993). First-language acquisition after childhood differs from second-language acquisition: The case of American Sign Language. Journal of Speech and Hearing Research, 36, 51–68.Google ScholarPubMed
McDermid, C. (2009). Two cultures, one programme: Deaf professors as subaltern? Deafness and Education International, 11, 221–249.Google Scholar
Meier, R. P. (1987). Elicited imitation of verb agreement in American Sign Language: Iconically or morphologically determined? Journal of Memory and Language, 26, 362–376.CrossRefGoogle Scholar
Meier, R., Mauk, C., Cheek, A., & Moreland, C. (2008). The form of children's early signs: Iconic or motoric determinants? Language, Learning, and Development, 4, 1–36.CrossRefGoogle Scholar
Mertzani, M. (Ed.). (2010). Sign language teaching and learning. Papers from the 1st Symposium in applied sign linguistics. Centre for Deaf Studies, University of Bristol, 24–26 September 2009. Bristol, UK: Centre for Deaf Studies, University of Bristol.Google Scholar
Metzger, M. (1995). Constructed dialogue and constructed action in American Sign Language. In Lucas, C. (Ed.), Sociolinguistics in deaf communities (pp. 255–271). Washington, DC: Gallaudet University Press.Google Scholar
Morford, J. P., & MacFarlane, J.,(2003). Frequency characteristics of American Sign Language. Sign Language Studies, 3, 213–225.CrossRefGoogle Scholar
Napier, J., Leigh, G., & Nann, S. (2007). Teaching sign language to hearing parents of Deaf children: An action research process. Deafness and Education International, 9, 83–100.CrossRefGoogle Scholar
National Standards of Foreign Language Education. (2010). Retrieved from http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdfGoogle Scholar
Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11–28.CrossRefGoogle Scholar
Padden, C., & Gunsauls, C. (2003). How the alphabet came to be used in a sign language. Sign Language Studies, 4, 10–33.CrossRefGoogle Scholar
Peterson, R. (2009). The unlearning curve: Learning to learn American Sign Language. Burtonsville, MD: Sign Media.Google Scholar
Quinto-Pozos, D. (2005). Factors that influence the acquisition of ASL for interpreting students. In Marschark, M., Peterson, R., & Winston, E. A. (Eds.), Sign language interpreting and interpreter education: Directions for research and practice, (pp.159–187). New York, NY: Oxford University Press.CrossRefGoogle Scholar
Quinto-Pozos, D. (2007). Can constructed action be considered obligatory? Lingua 117, 1285–1314.CrossRefGoogle Scholar
Rosen, R. S. (2008). American Sign Language as a foreign language in U.S. high schools: State of the art. The Modern Language Journal, 92, 10–38.CrossRefGoogle Scholar
Rosen, R. S. (2010). American Sign Language curricula: A review. Sign Language Studies, 10, 348–381.CrossRefGoogle Scholar
Rutherford, S. (1988). The culture of American Deaf people. Sign Language Studies, 59, 129–146.CrossRefGoogle Scholar
Schembri, A. (2003). Rethinking “classifiers” in signed languages. In Emmorey, K. (Ed.), Perspectives on classifier constructions in sign languages (pp. 3–34). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Schornstein, R. (2005). Teaching ASL in the university: One teacher's journey. Sign Language Studies, 5, 398–414.CrossRefGoogle Scholar
Smith, C., Lentz, E. & Mikos, K. (1988). Signing naturally. San Diego, CA: Dawn Sign Press.Google Scholar
Supalla, T. (1986). The classifier system in American Sign Language. In Craig, C. (Ed.), Noun classification and categorization (pp. 181–214). Philadelphia, PA: John Benjamins.CrossRefGoogle Scholar
Taub, S. F. (2001). Language from the body. Iconicity and metaphor in American Sign Language. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Tevenal, S. & Villanueva, M. (2009). Are you getting the message? The effects of SimCom on the message received by Deaf, Hard of Hearing, and Hearing students. Sign Language Studies, 9, 266–286.CrossRefGoogle Scholar
Thoryk, R. (2010). A call for improvement: The need for research-based materials in American Sign Language education. Sign Language Studies, 11, 1.CrossRefGoogle Scholar
Welles, E. B. (2004). Foreign language enrollments in United States institutions of higher education, Fall 2002. ADFL Bulletin, 35, 1–20.CrossRefGoogle Scholar
Wilcox, S. (2010). Universities that accept ASL in fulfillment of foreign language requirements. Retrieved from http://web.mac.com/swilcox/UNM/univlist.htmlGoogle Scholar
Wilcox, S., & Wilcox, P. P. (1997). Learning to see. Teaching American Sign Language as a second language. Washington, DC: Gallaudet University Press.Google Scholar
Zinza, J. E. (2006). Master ASL! Burtonsville, MD: Sign Media.Google Scholar