Abstract

Abstract:

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.

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Additional Information

ISSN
1535-0665
Print ISSN
0097-8507
Pages
pp. e99-e126
Launched on MUSE
2018-06-16
Open Access
No
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