Longitudinal Study on Enhancing English Literacy Through ASL (American Sign Language) Metalinguistic Skills

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Empowering Bi-/Multilingual Learners: Cognitive, Pedagogical, and Social Dimensions in Diverse Educational Contexts (Table 1)

Abstract

This longitudinal study investigates how metalinguistic skills in American Sign Language (ASL) can enhance English literacy through direct grammar instruction. It addresses the lack of tailored ASL curricula for native (L1) learners by utilizing the new Bilingual Grammar Curriculum (BGC) designed for Deaf and hard of hearing children. The study explores the impact of bilingual grammar instruction on ASL and English skills, guided by The Bilingual Developmental Theory, specifically the Interdependence Hypothesis. Preliminary findings from the first year (Fall 2023-Spring 2024) indicate that BGC implementation positively influences language proficiency in both ASL and English. Notably, students with Deaf and signing parents demonstrated higher academic performance. The study emphasizes the need for further research to confirm these initial insights.

Authors

• Emily Jo Noschese, Wayne State University

• Do-Hong Kim, Wayne State University