MY WORK

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​​​Each of us is familiar with the subtle (and sometimes not so subtle) narrator in the private, internal recesses of our minds. One way that successful assimilation into a second language can be illustrated in an L2 student is in the moment that student crosses over the precipice between their native language and ASL. The moment that their internal narrator slips into thinking of a sign to conceptualize a topic rather than English is an example of this ‘crossing’. The only way to switch modalities internally is to use ASL externally, at all times, while in a signing environment. The dominant, native language (presumably English) will naturally work hard to conserve its place in the mind of a student, and any communication that takes place in English secures that foothold and further reduces the ability to acclimate to ASL.

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According to the Center for Advanced Language Acquisition (CARLA), the success rate of​ student language acquisition increases significantly when the target language is used as the ‘core tool’ for interacting with activities and expressing thoughts and ideas.​
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"Immersion differs from transitional second language teaching in that the former seeks to create fluent speakers (or as near to fluent speakers as is possible) while the latter tends to focus on assimilation into the dominant culture" (DeJong, 1998) The intent of an ASL class is fluency in the Target Language.

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American Sign Language is based on the idea that sight is the most valuable communication tool a deaf person possesses and we cherish it fully. For a student, who is intent on learning ASL, to use a language modality that does not use sight as the primary medium for communication is directly correlated to a lack of motivation on the part of the student. In addition to creating a culturally respectful and accessible environment, there are several reasons why all communication in an ASL class is manual without any influence or presence of vocal utterance.

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ASL and English are two separate languages. When a student uses their voice, they are thinking in English. This thought process influences the sign production to give way to English grammatical structure and therefore causes error in the signing.
 

When you attempt to communicate in two languages at the same time (ASL and English), both languages become unclear, as their structures are inherently at odds with one another.
   

Sign language enhances the ability to ‘process visual imagery’. Utterances in English, whether manual signals are attached or not, interrupt the process of visual imagery for the student speaking, as well as those that hear those utterances.
   

Learning American Sign Language creates a kinetic and visual imprint on the brain as language is acquired; using an auditory/oral form of communication disrupts and slows this process.
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Speaking in an environment where a Deaf person is present excludes that individual. For a student learning ASL to not use whatever sign they have learned is considered not only exclusionary, but a form of oppression known as ‘Audism’.​​

 

          o “Audism (from Latin audire, to hear, and -ism, a system of practice, behavior, 

              belief, or attitude) has been defined as:...an attitude based on pathological  

              thinking which results in a negative stigma toward anyone who does not hear;

              like racism or sexism, audism judges, labels, and limits individuals on the basis

              of whether a person hears and speaks. (Humphrey and Alcorn 1995: 85).”​
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This course assumes that students taking ASL are in class to access a new world. ASL is the key that opens the door to that world. ASL is a unique language with its own complex syntax and wholly formed grammatical structure comparable to any other minority languages used in the US. Attempting to sign ASL and to speak in English, even at the same time, would be analogous to trying to speak in Chinese and German at the same time.​
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This new world is one rich with culture and community; it is impossible to separate language fluency from culture. In order to preserve the respect for this unique culture, it is imperative that all communication in an ASL environment be conducted in ASL.

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Works Cited:​

 

​1. DeJong, David, H. Journal of American Indian Education: Is Immersion the key to​
Language Renewal? Volume 37, Number 3. Spring, 1998​

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2. www.whysign.com​

 

​3. www.Gallaudet.edu, FAQ: Audism​

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​Assumptions:​

1. The position paper is focusing on L2 Students​

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2. The length of the paper is geared towards being disseminated in a beginner ASL class as​
an augment to a syllabus.​
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