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It outlines contemporary systemic factors, including beliefs that English is superior, limited understanding of Deaf language and culture, and testing practices focused mainly on English proficiency, then proposes better classroom inclusion through tools for categorizing ASL 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problem does the article identify regarding ASL literature in K-12 education?","Question",{"text":61,"@type":62},"The article states that the educational system gives little to no attention to ASL literature, leading to insufficient inclusion of important materials and a lack of tools for teachers to use this literature in classrooms.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How does the article explain the historical origins of ASL suppression?",{"text":66,"@type":62},"It links suppression partly to centuries of oppression and medical perspectives on deafness, and highlights a major shift in 1880 after educators met in Milan and proclaimed spoken language should be primary, initiating long-term emphasis on speech and lipreading.",{"name":68,"@type":59,"acceptedAnswer":69},"Which systemic factors contribute to the lack of attention to ASL literature?",{"text":70,"@type":62},"The article points to beliefs that English is superior to ASL, designs aimed at making deaf students “normal,” ignorance of Deaf language and culture, and ignorance of the depth, breadth, and importance of ASL.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},580444,1792080039,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & 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Cohen, MA, is on the faculty at San Diego State University and the University of California San Diego. His research areas are students’assessment of sign language and factors that drive student motivation.  \nPauline M.  \nBallentine, MA, CDI, is on the faculty at the University of Northern Colorado. Her research focuses on deaf interpreting, including American Sign Language, in several settings.  \nErnest C. Willman, MEd, ASLTA, CDI, is an esteemed faculty member at Pima Community College, recognized for his significant contributions to the field of deaf education, American Sign Language instruction, Deaf identity studies, and interpreting research.  \nRight: Working with ASL literature can help students develop critical thinking skills and build a bridge from insights they glean with ASL to insights they glean through English.  \nODYSSEY  \nHands up for  \nASL Literature in K-12 Education  \nBy BradS. Cohen, Pauline M. Ballentine, Ernest C. Willman,  \nBrian W. Leffler, Holly V. Metcalf, and Ashley N. Greene  \nDuring the summer of 2022, Ashley Greene, a professor at Lamar University in Beaumont, Texas, anda co-author of this article, began a discussion on American Sign Language (ASL) literature with her doctoral students. The students, most of whom had backgrounds in K-12 deaf education or ASL education, explored what ASL literature means, how such literature can be identified and classified, how technology has changed its nature, and how it can be used in the classroom. The discussion was not easy, anda consensus was not reached. Pauline Ballentine, a long-time teacher and researcher and coauthor of this article, was among Greene’s students. After several weeks of daily discussion, we—teacher and doctoral students, all of whom helped author this piece—concluded that the problem lies partly with the educational system.  \nThe educational system in the United States focuses little to no attention on ASL literature—a disservice, we believe, to deaf and hard of hearing children. The result is a lack of inclusion of important materials in K-12 education and a lack of tools to help teachers know how to use this literature in the classroom.  \nSeveral factors contribute to this lack of attention, including:  \n• An educational system that holds the belief that English is superior to ASL (GreeneWoods & Delgado, 2019) and, therefore, that exposure to English literature is more important than exposure to ASL literature  \n• An educational system designed to help deaf and hard of hearing children become“normal”(normally hearing, that is) people  \nPhoto by Matthew Vita, Laurent Clerc National Deaf Education Center Illustrations courtesy of Brad S. Cohen, Pauline M. Ballentine, Ernest C. Willman, Brian W. Leffler, Holly V. Metcalf, and Ashley N. Greene  \n2023  \nCRED IT: MATTHEW VITA  \n• Ignorance of culturally Deaf people’s language and culture  \n• Ignorance of the depth, breath, and importance of ASL  \nSuppressing ASL in Class  \nHistorical Roots  \nThe assumption that English is superior to ASL can be partly traced to the years of oppression of deaf individuals, particularly through medical perspectives of what it means to be deaf (Ladd, 2003; Lane, 1992; Padden & Humphries, 1988). While this perspective has held sway for centuries, a notable shift occurred in 1880 when educators got together at an international conference in Milan, Italy, and proclaimed that spoken language should be the primary language of deaf children. Thus began a long era of emphasizing speech and lipreading skills in deaf education and the suppression of what we would today call a Deaf identity. This even led to themisconception persisting to the present day that the use of signed language in the classroom  \nwould hinder the development of English literacy (Simms & Thumann, 2007) .  \nToday, the language in most classrooms for deaf and hard of hearing students is written and spoken English; most students spend the majority of their schooling learning English grammar, E","cbCaiuQSOu2Hl7cE","https://ap.wps.com/l/cbCaiuQSOu2Hl7cE","pdf",435485,"English","# During summer 2022 discussion and conclusions\n## Educational system neglect of ASL literature\n## Historical roots of English supremacy\n## Current classroom language practices\n## Factors contributing to lack of attention\n# Suppressing ASL in class\n## Misconceptions about signed language and literacy\n# Present-day implications and need for inclusion","[{\"question\":\"What problem does the article identify regarding ASL literature in K-12 education?\",\"answer\":\"The article states that the educational system gives little to no attention to ASL literature, leading to insufficient inclusion of important materials and a lack of tools for teachers to use this literature in classrooms.\"},{\"question\":\"How does the article explain the historical origins of ASL suppression?\",\"answer\":\"It links suppression partly to centuries of oppression and medical perspectives on deafness, and highlights a major shift in 1880 after educators met in Milan and proclaimed spoken language should be primary, initiating long-term emphasis on speech and lipreading.\"},{\"question\":\"Which systemic factors contribute to the lack of attention to ASL literature?\",\"answer\":\"The article points to beliefs that English is superior to ASL, designs aimed at making deaf students “normal,” ignorance of Deaf language and culture, and ignorance of the depth, breadth, and importance of ASL.\"}]","Hands up for ASL Literature in K-12 Education | PDF",1792037632,15]