While first researching and developing this literacy topic during my Master’s thesis I found few articles to support my theory. I based my study on the hypothesis, “Will Teaching ASL to Students Improve their Letter and Word Recognition?” In my conclusion, I found that ASL did improve letter and word recognition, raised reading levels, and added a sense of confidence to the once struggling student. As I researched the topic of teaching ASL to ELLs today, I have come across many research papers, articles, and videos supporting my hypothesis that, implementation of ASL with ELLs is a successful method of learning a second language.
The first study I came across that supported my literary topic was from a preschool teacher in Argentina, Miss Val. She conducted an experiment with two, hearing, ESL groups. Both were exposed to the same theme, but one group were exposed to ASL while the other were taught without ASL. Her results proved that the ASL group shown superior skills over the non-ASL group. She stated, “The ASL group learned faster, participated more often, talked much more because they had the vocabulary and the meaning inside their mind, They started to use the signs by themselves to help remember the new words learned” (Genki English, 2009., p. 2). Another great article supporting ASL to help ELLs was Fitzell’s research, he stated that, “utilizing sign language in the classroom allows students to process spelling from their orthographic processors and their autonomous memories, creating more internal repetition to help them learn more” (2014). Incorporating sign language into a lesson will help students master vocabulary concepts faster, which ultimately improves overall literacy and comprehension (Daniels, 2001 as cited in Fitzell, 2014). ASL provides a picture for these nonnative words in the student’s mind helping them make a connection in their L2. They make the connection between the sign and the English word. The purpose for using ASL with ELL students is to provide kinesthetic and visual associations for specific words. Teaching ASL along with English to ELLs to enhance understanding of specific vocabulary words are appropriate, useful, and a proven successful method of teaching.
The first study I came across that supported my literary topic was from a preschool teacher in Argentina, Miss Val. She conducted an experiment with two, hearing, ESL groups. Both were exposed to the same theme, but one group were exposed to ASL while the other were taught without ASL. Her results proved that the ASL group shown superior skills over the non-ASL group. She stated, “The ASL group learned faster, participated more often, talked much more because they had the vocabulary and the meaning inside their mind, They started to use the signs by themselves to help remember the new words learned” (Genki English, 2009., p. 2). Another great article supporting ASL to help ELLs was Fitzell’s research, he stated that, “utilizing sign language in the classroom allows students to process spelling from their orthographic processors and their autonomous memories, creating more internal repetition to help them learn more” (2014). Incorporating sign language into a lesson will help students master vocabulary concepts faster, which ultimately improves overall literacy and comprehension (Daniels, 2001 as cited in Fitzell, 2014). ASL provides a picture for these nonnative words in the student’s mind helping them make a connection in their L2. They make the connection between the sign and the English word. The purpose for using ASL with ELL students is to provide kinesthetic and visual associations for specific words. Teaching ASL along with English to ELLs to enhance understanding of specific vocabulary words are appropriate, useful, and a proven successful method of teaching.