American Sign Language (ASL) in the Classroom

Hearing impaired students face a lot of roadblocks in the classroom. American Sign Language (ASL) provides a method of effective communication that students can use to express emotions, thoughts, feelings and questions regarding the learning objectives and outcomes. With a combined use of fingerspelling and body expressions, hearing impaired students are able to explain concepts and illustrate using a highly developed visual language, a formal communication that is standardized and consistent on a global scale. ASL represents an International language that creates a bridge of national communication between hearing impaired students and their peers in educational communities.

ASL provides a method for students with hearing disabilities to communicate ideas and conceptual thoughts. By implementing facial expression and the fluidity of body language, hearing impaired students can provide visual cues to staff and students seeking to interpret meaning and understanding of what's being communicated in a conversation or in a response to a question. What is important in today's world is that ASL may include an even greater diversity of people (i.e. students with autism, people with temporary speech loss) who may also find sign language as a viable form of communication. What's even more important is that the methods for teaching ASL can become universal for everyone and an integral language in today's classrooms.

It typically takes 1-2 years to formalize the learning of any language, so ASL is no different. However, for hearing impaired students who may only have ASL as their formal language of communication, it is important that their classrooms include Instructional Assistants with ASL skills along with teachers and students who can conceptualize and present at least some visual communication of the ASL vocabulary. Common methods for teaching ASL in the classroom include the following strategies that can remove the barrier of communication between students with hearing impairments and their peers:

• Fingerspelling is an visual interpretation of the 26 letters of the alphabet which can be easily taught to students as a natural part of the learning objectives.
• Teaching students to use the correct hand position with palms faced outward to promote visual acuity for hearing impaired students can promote positive interactions and fun communication.
• Flow and rhythm of the fingerspelling should be distinct with individual letters and word combinations. Teachers can demonstrate and incorporate ASL in everyday communication.
• Lip formation provides additional visual acuity for hearing impaired students, so teachers can teach students how to use their speaking voice and lip movements to slow down the flow of words for more effective communication and interpretation of meaning.

Teachers can incorporate ASL within the lesson objectives and provide a second or third language for impressionable students eager to communicate and develop interpersonal relationships that make learning fun and school a place where all students have equity and access to educational opportunities.

Riekehof, Lottie. L. (1987). The Joy of Signing: The Illustrated Guide for Mastering Sign Language and the Manual Alphabet. (2nd ed.). Springfield, Missouri: Gospel Publishing House.

Basic Dictionary of ASL Terms: http://www.mastertech-home.com/aSLDict.html .

ASL University-Online Curriculum and Lessons: http://www.lifeprint.com/asl101/