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A
Resource for the Program Administrator
Developed by Dr. William Newell and Keith Cagle
American Sign Language (ASL) is accepted by colleges and universities and has been accepted in fulfillment of the modern/foreign language requirements at the high school, bachelors, masters and doctoral levels in schools and states across the United States (Wilcox, 1992, Cooper, 1997). Over 25 states officially recognize ASL as a language. Research on ASL is regularly published in scholarly journals such as Sign Language Studies, American Annals of the Deaf and the Deaf American Monograph to name just a few. Numerous conferences occur in areas of ASL, Deaf Cultural Studies and ASL Literature. All of these activities point to the need for a national organization of teachers of ASL and Deaf Studies.
The ASLTA fulfills this need. ASLTA is a national, professional organization of American Sign Language Teachers established since 1975 in affiliation with the National Association of the Deaf (NAD). ASLTA's mission is to provide professional development, evaluation, certification and networking for teachers of American Sign Language and to serve as a clearinghouse for information regarding the teaching of ASL.
Why
are These Guidelines Important to You as a Program Administrator?
As an ASL Program Administrator or other person responsible for offering ASL classes, we know you are concerned about providing the highest quality instruction for your students. ASLTA provides professional development, information on the latest developments in the field of ASL instruction and certification to our member teachers. It is the goal of ASLTA to ensure that ASL teachers are highly qualified to teach ASL and the culture and community of ASL users. ASLTA can be a resource for you to locate qualified ASL teachers in your area. Through our network of local chapters we can assist you in identifying ASL teachers who have shown a commitment to their profession and their own professional development by joining ASLTA at either the national or local level.
What Qualification Should You Look for in an ASL Teacher?
Does the potential teacher hold a degree in American Sign Language or Deaf Studies from a college or university?
For example, to name a few programs which offer training in ASL and Deaf Studies: A Masters Degree in Teaching ASL from Western Maryland College or Columbia University; a Masters in Deaf Studies and ASL from Boston University; a Bachelors degree in ASL or Deaf Studies from Northeastern University, the University of Rochester, Gallaudet University or California State University at Northredge (CSUN).
Does the potential teacher also hold a certification from the ASLTA?
ASLTA offers three levels of certification which can ensure that the teacher you may be hiring has met the professional standards of his/her peers regarding skills and knowledge necessary to teach ASL. ASLTA offers Provisional, Qualified and Professional certifications. These are three steps in a process of certification with the expectation that all teachers will eventually hold the Professional certificate. With each level of certification held you can be more confident that the teacher has the skills you are looking for. Certification as an interpreter, for example, certification from the Registry of Interpreters for the Deaf (RID) is not an appropriate measure of ability to teach ASL and should not be used as a substitute for ASLTA certification.
Is the potential teacher a member of a local, state, regional or national chapter of ASLTA?
While membership does not automatically guarantee that a person is "qualified and competent", it is an indication that this potential teacher has a sincere interest in his/her own professional development and the profession of ASL teaching. Many of our members are in the process of seeking certification and it is our strong expectation that our members become certified as soon as they are qualified to proceed with the evaluation.
Has the potential teacher attended conferences, seminars and workshops in the area of ASL teaching and Deaf Studies?
Examples of many workshops and conferences appropriate for ASL teachers include: ASLTA workshops held biennially in conjunction with the National association of the Deaf Convention; seminars and workshops sponsored by national programs such as Gallaudet University, the National Technical Institute for the Deaf (NTID) and California State University at Northridge (CSUN) and workshops/seminars sponsored by regional, state or local chapters of ASLTA.
Does the potential instructor have evidence of fluency in ASL?
For example, doe s/he have an Advanced Plus or higher rating on the American Sign Language Proficiency Interview (ASLPI) or the Sign Communication Proficiency Interview (SCPI). These standardized tests measure a person's fluency in ASL. Certification from ASLTA is also evidence of fluency in ASL since in addition to skills and knowledge in teaching practices, ASL skills are assessed in the evaluation process leading to certification.
Has the potential instructor known and used ASL for a minimum of 5 years?
Normally it takes a minimum of 5 years of intensive language study and immersion for any person to develop "advanced" levels of proficiency. No one who has had only a few ASL classes and limited experience in the Deaf community should consider teaching ASL to others.
What about hiring a Deaf or Hearing teacher?
This is a somewhat controversial issue in the field of ASL instruction. Some people express the feeling that only Deaf people should teach ASL. What counts most are the qualifications of the potential teacher as outlined in the previous section. Most important are the teaching skills and knowledge of the potential teacher and the potential teacher's ability to represent the language and culture as authentically as possible.
Naturally, if given a choice between two equally qualified individuals one of whom is a Deaf native signer, it is an authentic and enriching experience for students to learn ASL from a Deaf teacher. Deaf teachers often can offer special insights to their students based in their experiences that hearing teachers may not be able to offer. Hearing teachers of ASL also may bring special strengths to the learning experience for students. For example, knowing that a hearing individual has accomplished a native-like proficiency in ASL and an understanding of Deaf Culture through interaction within the Deaf Community may be inspiring to students of ASL. They may be able to see that it is truly possible for hearing people to learn and use ASL effectively. In one sense, a hearing teacher can act as a role model for adult learners of ASL. In programs with multiple levels of instruction it may be appropriate to consciously seek to have both deaf and hearing teachers.
It is the policy of ASLTA not to discriminate on the basis of hearing status. We believe it is important above all that teachers are qualified and competent. Holding ASLTA certification is one way of insuring that a teacher is qualified to teach ASL whether the individual is deaf or hearing. We hope you will make ASLTA Certification an important criterion in your selection process for teachers of ASL.
Sign Language is here to stay.
As long as we have deaf people we will have
our precious Sign Language as it is
God's noblest gift to the Deaf."
~George Veditz, NAD President 1913
For further information about potential teachers of ASL for your program, please contact the national office:
American Sign Language Teachers Association
c/o National Association of the Deaf
814 Thayer Avenue, Silver Spring, MD 20910
(301) 587-1789 TTY
(301) 587-1788 Voice
(301) 587-1791 FAX
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