The landscape of American Sign Language education

• John S. Pirone ^[1] ; Kimberly K. Pudans-Smith ^[2] ; Tracy Ivy ^[3] ; Jason D. Listman ^[4]
  1. [1] University of Vermont

     University of Vermont

     City of Burlington, Estados Unidos

     
  2. [2] Lamar University

     Lamar University

     Estados Unidos

     
  3. [3] Hamline University

     Hamline University

     City of Saint Paul, Estados Unidos

     
  4. [4] Rochester Institute of Technology

     Rochester Institute of Technology

     City of Rochester, Estados Unidos

     

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• Localización: Foreign language annals, ISSN 0015-718X, Vol. 56, Nº. 2, 2023, págs. 238-258
• Idioma: inglés
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• Resumen

  • Although American Sign Language (ASL) education for second language (L2) or additional language (Ln) learners in postsecondary education has increased rapidly over the past four decades, not much is understood about the field. The scholarship of ASL education is relatively new, and little is known of the perspectives of ASL professionals in ASL education. This qualitative study included focus group discussions with 13 ASL professionals who have worked in the field of ASL education to build a better understanding of ASL education as a discipline in regard to its strengths, challenges, and directions. The results from the four focus group discussions show three emergent themes: ASL professionals, the structure of postsecondary education, and the purpose of ASL education. The challenges in developing and sustaining ASL education as a discipline are discussed, and recommendations on how ASL education as a discipline can be elevated and sustained are provided.