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American Sign Language Classes
The American Sign Language Teachers Association recommends an optimal class meeting frequency for classes in American Sign Language of three to five times per week. This is based on recommendations from the discipline of foreign language instruction and a survey of recommendations from 300 sign language program administrators (Cooper, 1997). There are two primary reasons to encourage more frequent class meetings: more frequent exposure to the target language, and the opportunity for ASL to fulfill the specific requirements of a variety of institutions.
In support of the first season, the Association of Departments of Foreign Languages (ADFL) and the Modern Language Association (Huber, 1993) report that the vast majority (75%) of first-year and second-year foreign language classes meet between three and five times each week for 60 minutes per class, providing students with regular and consistent exposure to the target language. Most credit-bearing sign language sign language classes meet twice per week for approximately 75-90 minute sessions, in order to provide more regular and consistent exposure to the language, although many meet 3 or 4 times per week for 50-60 minute sessions (Cooper, 1997). Instructors and administrators have expressed concern over students' limited ability to absorb and retain information during less frequent, longer class sessions.
In support of the second reason, a 1995 study of credit-bearing sign language courses in institutions of higher education (Cooper, 1997) identified ASL classes being taught between one to five times per week, with a trend toward more frequent class meetings in order to meet the requirements for foreign language study at individual institutions. Many respondents indicated that their institutions were changing (or hoping to change) the format of sign language classes to meet more frequently in order to meet their institution's requirements for foreign language study as well as to allow optimum learning during more frequent, shorter class sessions.
The status of sign language programs at institutions of higher education has improved significantly over the past few decades. This point is manifest in the increased availability of sign language at institutions of higher education, its status as a credit-bearing class, and its acceptance in fulfillment of institutional requirements. The trend toward standardized acceptance of ASL as a modern language can only move toward becoming a national standard if ASL classes meet institutional requirements for foreign language standards.
Prepared by Sheryl B. Cooper, Ph.D.
September 1998
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