Let's face it, when American Sign Language is confined to a classroom it is hardly a language at all. It might be more accurate to call it a secret code. If we can help our students bring the classroom into the community, and the community into the classroom, the language becomes a living, breathing thing. After all, to be defined as a language, it requires a community of users (Baker-Shenk, & Cokely, 1980).
So, how do we do this? Technology.
It is often unrealistic to bring actual members of the Deaf community into our classrooms, although when possible this is definitely adventitious. But, we can bring them into our classrooms through video, vlogs, and real time chat interfaces. This allows our students to interact with the Deaf community where language becomes a tool for communication instead of a written log of unused vocabulary words (Lane, Hoffmeister, & Bahan, 1996).
Technology also enhances how we work with our students in the actual classroom (Sheingold, 1991). We can use technology for receptive and expressive testing. Using technology in this manner reduces the amount of error in testing and increases the ability to give accurate feedback. It also gives our students the opportunity to use testing as a learning opportunity.
References:
Baker-Shenk, C. (1980). American sign language: a teacher's resource text on grammar and culture. Washington DC: Gallaudet University Press.
Lane, H, Hoffmeister, R, & Bahan, B. (1996). A journey into the deaf-world. San Diego, CA: Dawn Sign Press.
Sheingold, K. (1991). Restructuring for learning with technology: the potential for synergy. The Phi Delta Kappan, 73(1), Retrieved from http://www.jstor.org/stable/20404550
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