Native ASL Speakers Learning Written English as a Second Language

For native American Sign Language (ASL) speakers, learning written English is not a simple process; it often involves navigating the complexities of a second language in a bilingual and bicultural context. This article explores the unique challenges and educational approaches involved in this process.

Language Acquisition

Many deaf children in Deaf families or communities acquire ASL as their first language. Written English is usually introduced later, often in a formal educational setting. This means that ASL speakers may develop different patterns of learning and understanding when compared to those who learn English as a native language.

Bilingualism

ASL speakers are often bilingual, using ASL for everyday communication and written English for reading and writing. Their proficiency in written English can vary widely depending on their educational background and exposure. Some individuals may become highly proficient in written English, while others may struggle with the nuances and complexities of the language.

Educational Approaches

Teaching English to ASL users involves diverse educational methods. Some schools adopt a bilingual-bicultural approach, emphasizing the importance of both ASL and English in the curriculum. Other approaches may prioritize English literacy over ASL. The goal is to ensure that ASL speakers can effectively communicate and function in an English-speaking world while maintaining their cultural identity.

Cultural Context

The Deaf community has its own unique culture and norms, which influence the way individuals perceive and learn written English. Many deaf individuals may feel more comfortable expressing themselves in ASL and may find it challenging to adapt to the conventions of written English. Cultural differences and personal preferences play a significant role in how ASL speakers approach learning written English.

The Challenges of Learning Written English

Learning written English as a second language is particularly challenging for native ASL speakers. For instance, ASL does not have irregular past tense verbs. Instead, time is indicated by gestures and context. Therefore, ASL speakers must learn that verbs like 'run' change to 'ran' in the past tense in written English, even though this is not represented in their native language. This is just one of many challenges in mastering written English.

ASL also lacks articles and has no equivalent to the passive voice, making sentences like "French is spoken in Tunisia" particularly confusing for ASL speakers. These language features are deeply ingrained in English and can be difficult to learn for those who have not been exposed to them in their native language.

Unlike learners of other languages, ASL speakers do not receive direct input in daily life outside of reading and writing. They must actively learn these nuances, as they cannot "pick up" what sounds right in English through natural language use. This requires a more structured and explicit learning process, which can be both time-consuming and challenging.

Conclusion

While native ASL speakers do learn written English, the process is significantly different from learning it as a first language. The complexity of written English and the unique cultural and linguistic background of ASL speakers necessitate a tailored and comprehensive approach to learning. Understanding these challenges is crucial for educators and supporters of the Deaf community.

Keywords: ASL, Written English, Deaf Culture, Second Language Learning, Bilingualism