If you use ASL, should you study ESL? Limitations of a modality-b(i)ased policy

In this article, we argue that the current linguistic and educational policies affecting school-age US children whose native language is American Sign Language (ASL) should be changed. Concretely, we demonstrate that ASL-English bilinguals should be eligible for classification as english learners (EL). While this identification should remain optional in order to be responsive to individual differences and preferences, we argue that identification can result in increased educational services and access to appropriately targeted instructional support. We offer concrete programmatic and curricular solutions and articulate other consequences affecting various fields, including language policy.