ASL Curriculum - Centering the Culture

Had an interesting chat yesterday with my teacher Michael Cooper and a fellow student during tutoring time, about the order of vocabulary taught in ASL--between what one might learn in English classes vs. ASL classes, as well as between different ASL curriculum. The point was brought up that students for whom English is their first language wonder why, say, everyday topics like the weather aren't taught until later units, but stuff like extended family structures is taught very early on. And I brought up "everyday topics for WHOM?" What we English users discuss most often when we first meet people (aka English small-talk), is different culturally than what Deaf community members prioritize in first meetings. 

It is tempting to rearrange ASL lectures and curriculum to suit what English-speaking students come into a class wanting to know. Naturally, their formative experiences with ASL are largely WITH other English-speaking students in their classrooms. They naturally wish they had the vocabulary to carry on the conversations they are accustomed to having with other English users. Stuff like the weather, as was mentioned in this example. But the fact is, if they went into a Deaf event, without some of the culturally foundational topics at the ready (your hearing/deafness status, your family, what city you're from/have lived in, your schools you attended), you would be floundering to carry on culturally specific conversations/small-talk. So a lot of modern curriculum emphasizes these topics early on. It may seem strange or confusing to students unfamiliar with the culture, but it makes sense in context of Deaf culture and their version of small-talk/getting to know you topics. 

Anyway, just wanted to share that musing. It's not something I understood when I was first entering the world of American Sign Language; and I, too, felt frustration at not having what I considered "basic concepts and topics" at the time. But with more experience, I am seeing how the curriculum today is driven by cultural-specificity, and it makes a lot of sense! 

And..

I'd like to think there is a middle ground. Helping students entering this world get excited about the material is vital to long-term commitment to their studies. So making sure the curriculum can also meet them where they are at—and inspire further exploration of the language and culture—has value. But centering the culture around this language is important, and should still be the top priority. Finding the sweet spot? I leave that to the experts!

Here's a video from ASL Meredith with some basic sign words and phrases. This is foundational get-to-know-you signing relevant for all signers.