American
Sign Language/ English as a Second Language
(ASL/ESL) (Bilingual-Bicultural)
A manual language that is distinct from spoken English (ASL is not based
on English grammar / syntax). Extensively used within and among the
deaf community. English is taught as a second language, necessary to
teach reading. The primary goal of ASL is to be the deaf child's primary
language and allow him / her to communicate before learning to speak
or even if the child never learns to speak effectively. Since ASL is
commonly referred to as the language of the deaf, it prepares the child
for social access to the deaf community.
PRIMARY GOALS
To be the deaf child’s primary language and allow him/her to communicate
before learning to speak or even if the child never learns to speak
effectively. Since ASL is commonly referred to as "the language
of the deaf", it prepares the child for social access to the deaf
community.
LANGUAGE DEVELOPMENT (receptive)
Language
is developed through the use of ASL. English is taught as a second
language after the child has mastered ASL.
EXPRESSIVE LANGUAGE
ASL is child’s primary expressive language in addition to written
English.
HEARING
Use of amplification is not a requirement for success with ASL.
FAMILY RESPONSIBILTY
Child must have access to deaf and/or hearing adults who are fluent
in ASL in order to develop this as a primary language. If the parents
choose this method they will need to become fluent to communicate with
their child fully.
PARENT TRAINING
If parents are not deaf, intensive ASL training and education about
deaf culture is desired in order for the family to become proficient
in the language.
Three-year-old, Ryan, was identified at birth and diagnosed with a profound hearing loss soon after. His parents were both born with profound hearing loss as well. Here, Ryan’s father uses American Sign Language to expand Ryan’s language base while discussing a recent family vacation.
Dad: Do you remember when we went fishing? You and I went fishing. You went fishing with Dad. Tell me what you remember about it. Ryan: Well, let’s see… I threw out the line. We had a hook and it was really hard to put it [worm] on. Dad: Did you get a worm? You were good at picking out a worm. Do you remember and you were brave! You remember that? You picked out the worm and then what did you do? Ryan: I threw out my line. Dad: And then you held your line and then what? You waited for the… for the fish, right? And then when you caught a fish did you reel it in? Remember? Remember all that? And you saw that fish jump out of the water? Ryan: Yes!.. and clipped it off the line. Oh, it was wet and … [it was all wet! ]
