Let us review some of the supporting facts we have discussed in the articles, videos and research found to be beneficial focusing on, teaching American Sign language to English Language Learners;
I have noticed a larger response in the media compared to a decade ago, in reference to the growing number of ELLs in our school system and implementing new ways to close the achievement gap. I believe this method of teaching has proven solid and effective for all classrooms, and struggling students to succeed in language proficiency. Nussbaum, Smith, & Doyle, do suggest a slight flaw by stating, “What is equally important to recognize, is that for spoken language to be effectively developed in signing environments, it must be used and valued. Dedicated opportunities to develop and use auditory, speech, and spoken language skills must be an integral part of a student’s daily communication interactions or these skills may not develop optimally" (2012, p.4).
Some strategies to use in the classroom with ELLs using ASL is, explaining what sign language is and how it is used. First, direct eye contact is used, sign with your dominant hand close to your chin and facing the other person you are communicating with, and always use strong facial expressions. Next, the best way to start is printing and laminating an ASL alphabet chart for each student and practicing the ABC’S multiple times a day. Then, have each student finger spelling their names during morning activities or transitional activities. Finally, have students progress to a series in combining both ASL and English; see the word, spell the word, say the word, and sign the word. ( picture, c-a-t, cat, sign) Repeat these steps throughout the day and support at rotating centers in all subject areas.
Laurent Clerc (2010), shares a classroom checklist she incorporates in her An American Sign Language/English bilingual program:
- Bridging the gap between other languages spoken in the classroom and at home
- Providing a base for L2
- Building students confidence
- Dual language and memory development
- Aiding in multi-sensory/ kinesthetic learning
- Making language more tangible and fun to learn
- Providing an atmosphere of inclusion and safety
- Adding a new dimension to classroom learning
- Assisting in retaining and recalling academic information
I have noticed a larger response in the media compared to a decade ago, in reference to the growing number of ELLs in our school system and implementing new ways to close the achievement gap. I believe this method of teaching has proven solid and effective for all classrooms, and struggling students to succeed in language proficiency. Nussbaum, Smith, & Doyle, do suggest a slight flaw by stating, “What is equally important to recognize, is that for spoken language to be effectively developed in signing environments, it must be used and valued. Dedicated opportunities to develop and use auditory, speech, and spoken language skills must be an integral part of a student’s daily communication interactions or these skills may not develop optimally" (2012, p.4).
Some strategies to use in the classroom with ELLs using ASL is, explaining what sign language is and how it is used. First, direct eye contact is used, sign with your dominant hand close to your chin and facing the other person you are communicating with, and always use strong facial expressions. Next, the best way to start is printing and laminating an ASL alphabet chart for each student and practicing the ABC’S multiple times a day. Then, have each student finger spelling their names during morning activities or transitional activities. Finally, have students progress to a series in combining both ASL and English; see the word, spell the word, say the word, and sign the word. ( picture, c-a-t, cat, sign) Repeat these steps throughout the day and support at rotating centers in all subject areas.
Laurent Clerc (2010), shares a classroom checklist she incorporates in her An American Sign Language/English bilingual program:
- Through the use of observational checklists and language samples, each child's development in ASL is documented as a component of an individualized bilingual language plan (baseline data and progress monitoring).
- Professionals proficient in ASL work collaboratively with teachers to provide instruction in the development of ASL as a language (i.e., ASL classifiers, grammar, facial expression, etc.).
- Children are provided with accessible and consistent ASL adult and peer language models to foster language acquisition and learning.
- Children are exposed to daily story signing.
- ASL is used for all activities when working with a group of students with varied levels of access to spoken English.