Framing ASL education

Perspectives from postsecondary ASL professionals

Bibliographic Data

ID8938509
AuthorsJason D Listman (St. John Fisher University Rochester New York USA, corresponding author), John S Pirone (0000-0002-9057-2402, Northeastern University Boston Massachusetts USA), Tracy Ivy (Hamline University Saint Paul Minnesota USA), Kimberly K Pudans‐Smith (Lamar University Beaumont Texas USA)
Year2025
Volume59
Issue1
Pages236-255
Publication date2025-09-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.70016
OpenAlexW4413935670
LanguageEN
References cited21

American Sign Language (ASL) education is experiencing significant growth and increased prominence in academic and public domains. ASL is now widely regarded as a valid option for fulfilling foreign language and general education requirements at postsecondary institutions across the US. This study builds on prior research by surveying 223 postsecondary ASL instructors to examine their perspectives on the current state of ASL education and assess alignment with themes identified in a prior study of 13 experienced professionals. The findings reveal notable divergences across professional, program, and institutional levels, highlighting differences between deaf and hearing professionals regarding institutional support and teaching practices. These results underscore the need for further research on diversity and its role in ASL education, as well as an expanded focus on the experiences and perspectives of K‐12 ASL educators

American Sign Language · Bilingual education · Framing (construction · Higher education · Linguistics · Mathematics education · Pedagogy · Political science · Postsecondary education · Sociology · EFL/ESL Teaching and Learning · Hearing Impairment and Communication · History · Psychology · Subtitles and Audiovisual Media

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Open DOIOpen Access