Forced Transitions: Learning ASL In A Virtual Environment

Abstract

Engagement with native language models is essential for second language acquisition. Social distancing mandates made this interaction nearly impossible for students learning American Sign Language (ASL), at a small rural university in western Oregon. COVID-19 brought with it many challenges, including a hurried transition from face-to-face to online learning. Not all courses can easily shift to an online platform without facing some degradation to both content and instruction. Without access to community events where native language models were present, ASL students had less opportunities for incidental learning, legitimate peripheral participation, and connection within Deaf communities of practice.