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Language listing · authored curriculum in review

American Sign Language

Save American Sign Language as a language-learning interest while level-specific, reviewed instruction is developed.

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Current availability

The subject-specific curriculum is authored but not yet published for completion. Learners may inspect its scope and learning design now. Start, grading, and completion remain unavailable until every listed gate passes.

  • qualified review approval is required
  • reviewer identity, qualification, evidence, and approval date are required
  • asl-a1-deaf-led-dialogues: required video asset is not ready
  • asl-a1-parameters-fingerspelling: required video asset is not ready

What this course establishes

  • Analyze an introductory sign using handshape, location, movement, orientation, and nonmanual signals
  • Exchange attention, greeting, name, and basic identity information using video-validated ASL and fingerspelling
  • Use visual repair strategies to request repetition, slower signing, clarification, or confirmation

Entry knowledge

  • No prior ASL required
  • Access to a visual learning setup or an agreed tactile/DeafBlind adaptation

Scope boundaries

  • Introductory receptive and expressive ASL only; not Signed Exact English, full ASL grammar, Deaf studies, tactile sign systems, fluency, interpreter preparation, teacher qualification, certification, college-credit, or professional mastery

Fastest competency route

No fluency or fastest-hour guarantee; acceleration depends on demonstrated receptive and expressive skill, visual attention, fingerspelling, parameters, nonmanual grammar, spatial use, cultural conduct, and repair.

  1. Pass receptive parameter, fingerspelling, nonmanual-signal, and visual-attention diagnostics after approved video exists
  2. Complete greeting, name, identity, and repair video performances
  3. Correct form, movement, orientation, nonmanual, spatial, meaning, and interaction errors in a final portfolio

Full self-paced route

  1. Visual attention, signing space, phonological parameters, greetings, and approved Deaf-led video
  2. Fingerspelling, names, identity, pointing, and spatial reference
  3. Nonmanual questions, clarification, repetition, pace, and confirmation
  4. Video portfolio, feedback, revision, and final assessment

Lesson and assessment map

01

Visual attention, signing space, and sign parameters

Analyze and reproduce an introductory sign without reducing ASL to hand-only gesture or English words.

4 questions: recall, application, judgment, and error correction.

02

Names, fingerspelling, and reference

Exchange names and basic identity information with accurate fingerspelling and respectful reference practices.

4 questions: recall, application, judgment, and error correction.

03

Questions, visual repair, and confirmation

Use video-validated nonmanual question patterns and repair strategies for repetition, pace, clarification, and confirmation.

4 questions: recall, application, judgment, and error correction.

Required applied assignment

ASL introductory interaction video portfolio

Create Deaf-model-based visual-language analyses and interaction videos with parameter, nonmanual, fingerspelling, spatial, cultural, and repair evidence. No expressive or receptive ASL score may be awarded until the required Deaf-led videos and qualified review are approved.

  • Two parameter analyses tied to approved video timestamps
  • Greeting and name exchange with accurate fingerspelling and no invented name sign
  • Question and repair exchange with visible nonmanual signals and barrier-specific clarification
  • Camera/access checklist covering face, torso, hands, contrast, lighting, pace, captions, transcript, and agreed DeafBlind alternative
  • Side-by-side revision correcting a substantive form, nonmanual, spatial, or interaction error
  • Reflection distinguishing ASL learning from interpreting and teaching credentials

Passing standard: 80 of 100 points, with substantive revision required.

Continue after this course

  • Qualified Deaf-led instruction and sustained interaction with diverse ASL users
  • Fingerspelling reception, phonological parameters, nonmanual grammar, depicting signs, classifiers, space, reference, time, aspect, and discourse
  • Deaf history, culture, community norms, intersectional variation, and DeafBlind communication led by relevant communities
  • Interpreter or ASL-teacher preparation through separately accredited or recognized pathways