Integrative ASL-English Language Arts: Bridging Paths to Literacy

Abstract

A qualitative study was conducted to examine principles and instructional strategies for teaching English literacy through ASL and for teaching ASL as a language art. The study site was an ASL/English bilingual charter school for deaf children where a majority of teachers are deaf and all are fluent in ASL and English. The author describes and interprets six principles for teaching English literacy through ASL as well as the instructional strategies that support these principles. The study suggests that �integrative ASL/English language arts,� in which attending and signing explicitly support reading and writing development, is conducive to English literacy development.