M.A. in Sign Language Education | Gallaudet University (2023)



American Sign Language


M.A. in Sign Language Education

American Sign Language



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Web: ASL

Kenneth De Haan, Program Director

Sorenson Language and Communication Center, Room 1217

Admissions Procedures and Requirements

Applicants for the M.A. in Sign Language Education must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions website for more information and a checklist of application requirements.

Please complete the following requirements as outlined on the Graduate Admissions website:

  • Online graduate application
  • Goal statements
  • A Bachelor’s or Master’s Degree in a relevant field of study: ASL (or other signed languages), Deaf Studies, Linguistics, or Bilingual Education. If a candidate does not possess a degree in a relevant field of study, the following may be considered:
    • Candidates who can demonstrate with a transcript of cumulative elective courses taken that are equivalent to a degree in a relevant field of study may be considered.
    • A Bachelor’s degree and experience of at least 1,350 hours (approximately 5 years) of language instruction with language courses within secondary or post-secondary institutions may be considered.
    • A MASTER Certification from ASLTA may be considered.
  • Submission of all official postsecondary transcript(s)
  • A minimum of 3.0 grade point average (on a four-point scale) in all previous undergraduate and graduate study
  • Three names of references

Mail the official transcript(s) to:
Graduate Admissions
Kendall Hall 101
Gallaudet University
800 Florida Avenue NE
Washington DC 20002

-Applications to open on August 16

-Applications to close by the end of February

*Students are admitted to the Sign Language Education masters program once a year, with the program starting online mid-May.

Program Specific Requirements:

(Video) Hong Kong Sign Language class at Gallaudet University

  • Online Video interview. The direct link for the online video interview will be sent to you after you have officially applied to the program. The interview can be taken at any day or time and location with high-speed internet.

ASLPI Requirement

Students who teach ASL will be required to receive a level of 4 from the ASLPI in order to graduate. Students who teach other signed languages will be required to receive a level of 3+
on the ASLPI in order to graduate.

Courses & Requirements

Summary of Requirements

Program Equipment

Studying in the MASLED program involves two important components:

  • online study, which requires high-speed internet and equipment (e.g. laptop or computer) allowing you to access high-speed internet on a consistent and regular basis, and
  • intensive high definition filming and editing using Final Cut Pro X, iMovie, QuickTime and other types of Apple-based software.

Please contact the program for an updated list of required and recommended equipment at masled@gallaudet.edu.

*Equipment specifications subject to change.

Typical Program Schedule

  • 9 core courses
  • 4 required elective courses
  • 2 field experiences (practicum and internship)

Summer I (Hybrid - Online, then On Campus) (15 Credits)

ASL 709: Sign Language Media Production can be waived with extensive media, film and editing experience. Contact us for more details at masled@gallaudet.edu.

Visual media has changed the way we communicate. With the advent of new tools and platforms, possibilities of publishing has proliferated, allowing a wider discourse of ideas to be shared with a vast audience. This course explores these opportunities and will introduce students to the tools and skills necessary to produce digital media. Through a hands-on approach, this course will allow students to capture, import and edit digital video in a variety of platforms and genres. Students will participate in a workshop approach to hone their skills at ''writing'' through digital media.

This course involves a comprehensive review of current sign language linguistics research with emphasis on how such sign language linguistic research shapes sign language education. Through a literature-based and data-centric approach, students will investigate linguistic structure of signed languages in different areas including phonology, morphology, syntax, semantics, and discourse. They will then explore how such investigation has been incorporated into the sign language teaching literature and methodology.

This course focuses on principled approaches to developing and implementing classroom methods and strategies for language teaching. It also investigates linguistic, psychological and attitudinal factors that influence student-teacher interaction in the classroom. The course examines in detail the most important teaching methodologies that have evolved over the past thirty years. Following a thorough analysis of each methodology, in terms of its theoretical justification and supporting empirical research, students will endeavor to teach and learn some aspect of a sign language through the implementation of each of the methodologies.

This course examines philosophical and historical roots of language teaching curricula through the lens of sign language teaching. Students will learn about the theoretical complexity of curriculum design intersected with the visual nature of signed languages and the diverse, multicultural nature of Signed Language communities. Curriculum design theories and approaches, systematic and sequential development involving needs assessment, lesson planning and evaluation will be covered. Students will study different Sign Language curricula and have opportunities to develop lessons and units within a curriculum.

This course examines factors involved in developing and administering an assessment of Sign Language students' linguistic proficiency and socio-cultural competence. Topics include the role and function of assessment, assessment validity, assessment reliability, the use of measurement instruments, current approaches to assessing language learning, and an analysis of current tools for testing Sign Language skills and knowledge. Students will develop samples of assessment tools.

Fall I (Online) (7 Credits)

Candidates with extensive experience may request to forgo Practicum by submitting an application, however, an Internship is required. To be eligible to submit an application, one must:

  • Have at least 1,620 hours (approximately 6 years) of sign language instruction with language courses within secondary or post-secondary institutions, as described below:
    • Have at least 810 hours (approximately 3 years) of language instruction in both basic and advanced sign language courses.
    • Have at least 810 hours (approximately 3 years) of curricular and course development for advanced sign language courses.

Deadline for the Practicum waiver is July 15.

In addition: Students who meet the criteria and are eligible to submit an application must procure and provide their best sample lesson plan, syllabus, and assessment tool. They also must obtain grades of A- or above for their first Summer courses.

This course is a required professional field experience in the Sign Language Education program consisting a minimum of forty-five (45) observation and/or assisting hours. During this experience, the practicum student observes (and when appropriate, assists) sign language education. A required seminar is conducted regularly to review theoretical and practical applications of teaching, lesson planning, activities and assessment techniques. An important component of this course also includes preparing for the upcoming student teaching internship.

This course is designed to prepare students for the academic, sign language teaching job market. Students will develop tailored job application documents such as cover letters and curriculum vitae. Essential resources in searching and screening potential teaching positions will be covered along with effective strategies for a successful interview process.

This course introduces students to the acquisition of a native language by young children (L1 acquisition) and acquisition of a second language after childhood (L2 acquisition), with a focus on sign languages. The first part of the course covers the important milestones of normal L1 development in phonology, morphology, syntax and pragmatics for both spoken and signed languages. The course also explores how delays in exposure affect the acquisition process, related to the main topics of the second part of the course: critical period effects and L2 acquisition. Readings and discussion throughout the course will reflect the perspective that acquisition studies on a broad variety of languages, both signed and spoken, are crucial for developing accurate theories of language structure and use. Application of concepts from lectures and discussion is developed through student analysis of L1 and L2 data.

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Spring I (Online) (7 Credits)

This course is devoted to developing a comprehensive electronic portfolio where students will integrate multiple academic projects and assignments completed during the program into a professional website to generate a significant presence in the field.

This course covers language planning and policy in transnational and national sign language communities. A commonality among these communities is that the natural signed language of deaf communities are often threatened by majority languages. Language policies vary, and successful (and not so-successful) activism will be studied. This course will include a study of four main components of language policy and planning: attitude, corpus, acquisition, and status planning. Connections will be emphasized between applied language planning in sign languages, settings in which linguistic advocacy takes place, and theoretical and empirical research in language acquisition and learning.

This course is the final professional experience in the Sign Language Education program and is a required field experience consisting a minimum of forty-five (45) consecutive teaching hours. During this experience, the student teacher is mentored by a cooperating faculty and by an university supervisor. Students with extensive sign language teaching experience, and with approval of the department, may undertake an on-the-job internship placement. A required seminar is conducted regularly to share teaching challenges, celebrate successes and toexchange useful teaching techniques.

Summer II (Hybrid - Online, then On Campus) (12 Credits)

Program Electives

*ASL 709 and ASL 752 may not be required for students with extensive media, film, and editing experience and/or extensive teaching experience.

This course covers an introduction to research and is designed to develop student ability to locate, review, and critically evaluate sign language-related research studies. In addition, students will be introduced to quantitative and qualitative research methodology and concepts including reliability and validity. Research ethics, particularly for Signed Language communities will be explored. This course also includes techniques on how to develop a reciprocal relationship between research and practice.

With the advent of non-traditional approaches to learning, including online and hybrid teaching, this course examines the role of electronic elements in enhancing pedagogical methods of sign language education, curriculum and classroom. Digital tools are especially more paramount with visual-spatial languages such as signed languages. This course will explore integration of video-based tools into the curriculum as one way to teach and assess signed language acquisition and development. Students will be encouraged to engage in a critical examination of various theoretical schools of thought regarding digital pedagogy.

This course will introduce students to the most commonly-used research methods in Deaf Studies, particularly textual analysis, and ethnographic interviews. Students will be guided by the instructor in the processes of developing research questions, methodologies, data collection and analysis.

This three credit course is designed as a guided research course to supportstudents' progress with their individual thesis research topics and methodologieswithin the field of Deaf Studies. This course is the second of two courses thatprovide students with experience in preparing their thesis proposals.Students will select their methodology, conduct a literature review, gatherpreliminary data if applicable, and complete the necessary steps to gain approvalfor their data collection procedures, such as IRB approval and CITI certification.Students will be introduced to ethical conduct in research, the Institutional ReviewBoard procedures, and grant writing. They will complete and defend their thesisproposals at the end of this course.

The course serves as an introduction to graduate study in Deaf Studies. Students are guided in reflecting on the past, present, and future of Deaf Studies scholarship. Exploring the historical trends and debates in Deaf Studies, we seek out foundational questions about deaf lives and communities, including identities, power, culture, and framing from interdisciplinary perspectives. Leading with stories and lived experiences, students connect theory with practice in preparation for subsequent courses within the Deaf Studies Master's Program. The course also aims to develop critical reading and writing skills important to graduate level scholarship.

This course is designed as a thorough exploration of the literary practices influenced by cultural traditions in the deaf community. Attention will be given to the unique face-to-face nature of signed literature and its numerous traditional forms as well different types of cultural productions, including online media. Students will become versed in the stylistics, poetics, and cultural contexts of signed literature in its live as well as video-text formats.

This class will explore the historical, medical, social, political, philosophical, and cultural influences that have constructed the categories of ''normalcy'', ''disability'' and ''deafness''. Building on the writing of Michel Foucault and critical work in the field of disability studies, this course will inquire into the institutions that have enforced standards of normalcy, throughout the nineteenth and twentieth centuries to the present. Primary attention will be paid to the rise of medical authority in the West, the history of eugenics, and contemporary bioethical issues confronting disability and deaf communities.

This course focuses on the field of inquiry known as Critical Pedagogy, which examines the role that education plays in shaping and transmitting the ideology of those in power. This course also inquires into the use of education as a means of resistance and emancipation. Particular focus will be given to the disparate conditions relating to the education of those populations considered to be in the margins, i.e.,class, race, ethnicity, gender, and disability.

This course links theory with debates and issues central to contemporary deaf livedexperiences situated in locations throughout the world. This course draws fromfoundational texts in the social sciences and humanities, as well as more recenttheoretical directions and avenues of inquiry in Deaf Studies. Throughout thiscourse, we will consider major theoretical perspectives as they have been applied inDeaf Studies. These perspectives will be discussed in terms of their historicalprecedents and their applicability to contemporary deaf lived experiences. Our aimis to understand the ways in which Deaf Studies scholars use specific concepts,their paths of inquiry and methodology, as well as contemplate future directions forscholarship in Deaf Studies. We will keep returning to the same question: whereis-or could be-Deaf Studies today and how does-or could it-work as critique?In short, we will be critiquing Deaf Studies and thinking of it as critique in itself.

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This course investigates the role of vision and the senses, sensory practices and sensory politics in the deaf community through its visual-tactile nature. By drawing on new theoretical approaches in the study of the senses, this course will explore representations and visual culture, the theory and the politics of sensory perceptions; and the cultural practices of architecture, museums, memorials, film, video, sign literature and resistance art. Through discussions, projects, and presentations, students will gain and articulate a critical understanding of the role of the senses in art and deaf space within a phonocentric world.

This course focuses on an analysis of relevant U.S. laws and policies when it comes to sign language rights, particularly for young deaf children. Topics include: legislative process, writing of state and federal regulations, power of position statements/policy papers, and an analysis of federal and state laws. Students will learn about community mobilization in the context of sociopolitical movements, with practical use of framing arguments for public consumption.

This course traces the development of the human rights of deaf people within the wider context of the emergence of the concept of universal human rights after WWII. The formation of international institutions such as the United Nations, and the growth of international nongovernmental organizations dedicated to humanrights work has allowed non-state actors significant opportunities to develop and use human rights tools to protect particular minorities. The emergence of the concept of linguistic human rights has been applied to signing communities and the concept promoted in the Convention on the Human Rights of Peoples with Disabilities. The concept and the Convention will be examined in depth and applied to the linguistic human rights of contemporary Deaf communities.

This course will provide students with a comprehensive understanding of the contemporary transnational Deaf public sphere. Students will study the origination and spread of international meetings among Deaf people and the concurrent formation of transnational Deaf networks. Students will study key concepts and review case studies in transnational studies which will then be used to interrogate the nature of interconnections between Deaf communities across the globe.

This course provides a multicultural perspective of community organizing for social change in parallel in understanding the deaf community's past and ongoing campaigns for equal rights from an advocacy perspective. Topics covered include organization structure, politics, ethics, inclusion, systematic challenges, and more.

Program Outcomes

Graduates from the MA program in Sign Language Education:

Will demonstrate theoretical knowledge and display competence in classroom settings regarding methodological and socio-political issues involved in sign language teaching, curriculum development, and assessment.

Will produce graduate-level Sign Language and English texts that demonstrate knowledge of and critical inquiry into key concepts in the Sign Language teaching field.

Will recognize the importance of the Sign Language teacher as a system change agent and apply this in practice by utilizing effective leadership, advocacy, consultation, and collaboration to influence change on the individual, group, organizational, and systemic levels.

Will demonstrate preparedness to seek and obtain employment as a teaching professional in the field of sign language education.

Job Outlook

High School Teacher

The employment for High School Teachers is expected to grow at a 4% rate from 2019 to 2029, with an average salary of $62,870. Learn more about a career as a high school teacher.

Elementary and Middle School Teachers

The employment of Elementary and Middle School Teachers is expected to grow by a 12% rate from 2019-2029, with an average annual salary of $60,660. Learn more about career opportunities in teaching.

Special Education Teacher

The employment of Special Education Teachers is expected to grow by a 3% rate from 2019-2029, with an average annual salary of $61,420. Learn more about career opportunities in Special Education.

(Video) MA Deaf Studies Gallaudet University

Postsecondary Education Teacher

The employment of Postsecondary Teachers is expected to grow by a 9% rate from 2019-2029, with an average annual salary of $80,790. earn more about career opportunities as a post-secondary education professor.

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Felicia Williams

Lecturer II

Program Outcomes
Job Outlook
Faculty and Staff


(Video) Baby Sign Language Basics and Baby First Words - The Best Baby Signs, Songs and Flashcards


Can you get a master's degree in ASL? ›

There are two master's degree programs available: Teaching American Sign Language Master of Arts – this program is for students interested in teaching ASL in the post-secondary setting. It is 30 credit hours completed in 10 courses.

How do you sign masters degree in ASL? ›

You can fingerspell masters. And then sign degree.

Is Gallaudet University is the only Deaf liberal arts University in the world? ›

Gallaudet University in Washington, D.C. is the world's only liberal arts college specifically for the Deaf and hard of hearing. Founded in 1864, it remains a center of both Deaf culture and Deaf rights activism.

What is Gallaudet University in ASL? ›

American Sign Language: "Gallaudet"

The sign for Gallaudet (both the University and the man) is the same as one of the versions of the sign for "GLASSES." Use a single motion. Start at the side of the eye with a "wide G handshape" and pull the hand backward about two inches into a "closed G handshape."

What college has the best ASL program? ›

Here are the best colleges with a Asl Major
  • Princeton University.
  • Massachusetts Institute of Technology.
  • Harvard University.
  • Stanford University.
  • Yale University.
  • University of Chicago.
  • Johns Hopkins University.
  • University of Pennsylvania.

What can you do with a masters in ASL? ›

They teach sign language to deaf students or hard of hearing students, and educate those who are studying sign language as part of an interpreter program.
Other occupations include:
  • Sign Language Interpreter.
  • Speech Language Pathologist.
  • Psychologist.
  • Employment Counselor.
  • Social Worker.
  • Child Care Worker.
  • Audiologist.
8 Sept 2022

What college do you go to in ASL? ›

How to Sign School Levels in American Sign Language for ASL ...

What is a degree in Sign Language called? ›

The American Sign Language English Interpretation (ASLEI) program is an accredited bachelor's degree that prepares you to provide competent interpreting services between individuals who are deaf and use ASL as their primary means of communication and individuals who are not deaf and do not know sign language.

What is the sign for PhD? ›

In English, PhD can be written with or without periods; both are correct. The trend today is to drop periods with abbreviations of academic degrees. However, many sources, including the Canadian Oxford Dictionary, still recommend the use of periods: Ph. D.

What is the #1 university for deaf people in the world? ›

Gallaudet University (/ˌɡæləˈdɛt/ GAL-ə-DET) is a private federally chartered research university in Washington, D.C. for the education of the deaf and hard of hearing.

What is the most popular deaf school? ›

Originally founded in 1856, Gallaudet University is the United States' predominant institution for deaf and hard of hearing students.

How many deaf universities are in the US? ›

Here's what to know about five colleges—three in the United States and two abroad—that are known for their excellence in deaf education.

How do you say psychology in ASL? ›

American Sign Language: "psychology"

Memory aid: Imagine you are holding someone's brain in your non-dominant hand. Make sure your palm is facing outward. Then take your rather large, imposing knife and "hack into" that persons brain.

What is good luck in ASL? ›

American Sign Language: "lucky" / "luck"

The sign for lucky touches the tip of your middle finger (bent forward at the large knuckle) to your chin and then twists the hand towards the front.

Where can I learn ASL? ›

You can start learning ASL by attending a sign language class. Sign language classes can be found at community colleges, universities, libraries, churches, organizations/clubs of the deaf, and lots of other places.

Can you major in ASL in college? ›

Students can choose from either a low-cost bachelor's degree in Deaf community services or a bachelor's degree in sign language interpreting. The curriculum allows students to become proficient in American Sign Language, develop entry-level interpreting skills, and demonstrate knowledge of Deaf culture.

How many US colleges offer ASL? ›

38 Universities in the USA offering Sign Language degrees and courses.

What can you do with an associate's degree in ASL? ›

Career Paths & Job Market
  • Full-time or part-time Interpreting in a variety of settings. Colleges and Universities. Public Schools. State Agencies. Hospitals and other medical/mental health institutions.
  • Freelance Interpreting.

Is ASL a good career? ›

Career outlook

The U.S. Bureau of Labor Statistics expects the employment of interpreters and translators to grow 24% from 2020 to 2030. This is much faster than the average for all other occupations. The BLS predicts an increased demand for ASL interpreters in particular as more organizations use video relay services.

What job can a deaf person do? ›

According to a report from the National Deaf Center on Postsecondary Outcomes, the top sectors in which deaf people are employed include manufacturing, healthcare, retail, professional services, and construction.

Does knowing ASL help you get a job? ›

Learning sign language can boost your career by adding a bankable skill to your professional arsenal and broadening the job options available to you. You also get to know how to communicate with this group of people.

Can I major in ASL? ›

Students with a bachelor's degree in American Sign Language and English interpretation can work as interpreters and translators. Bachelor's programs include advanced ASL courses that help students become fluent.

Where do you live in ASL? ›

Sign Language: Where Do You Live? - YouTube

How do you say who in ASL? ›

ASL sign for Who - YouTube

How much does a sign language translator make? ›

Salary Ranges for American Sign Language Interpreters

The salaries of American Sign Language Interpreters in the US range from $16,217 to $430,462 , with a median salary of $78,441 . The middle 57% of American Sign Language Interpreters makes between $78,447 and $195,778, with the top 86% making $430,462.

How much do interpreters make? ›

Interpreters working for a language service provider usually earn between $35 and $80 an hour.

Is it hard to learn sign language? ›

Sign language is one of the easiest languages to learn. So many of the signs are commonplace gestures. Children pick up on the signs quickly and are eager to use them. The fact that it is easy helps encourage the learning.

Is PhD higher than masters? ›

After earning a master's degree, the next step is a PhD, which entails both working and performing research at an institution. A PhD is an abbreviation for “Doctor of Philosophy.” It is the highest academic degree one can achieve.

What is higher than a PhD? ›

The Doctor of Divinity (DDiv) and the Doctor of Civil Law (DCL) are considered by Oxford to outrank all other degrees, including a Doctor of Medicine (MD) degree. The DDiv is usually awarded for academic accomplishments beyond the PhD level.

Should I use Dr or PhD? ›

People who have earned a Ph. D. or any other academic, nonmedical doctoral degree have the choice of whether to use "Dr." both professionally and socially. If, when meeting people with doctorates, you're unsure how to address them, "Dr." is always correct. If they'd rather the title be dropped, they will let you know.

Who is the father of deaf education? ›

Abbé de l'Épée (November 25, 1712 – December 23, 1789) is regarded by the World Federation of the Deaf as the Father of Deaf Education. Abbé de l'Épée dedicated his life to helping others, and in a chance encounter met two young deaf sisters who communicated with each other in signs.

What colleges help deaf students? ›

Schools like Gallaudet University, the National Technical Institute for the Deaf, and Southwest Collegiate Institute for the Deaf accommodate Deaf learners in many ways.

How many deaf colleges are there in India? ›

There are no colleges for the deaf in India, children are stuck after complete their schooling. There are hardly interpreters in hearing colleges in India. There is one in Delhi University (DU) and hardly anywhere else.

What universities are most attended by deaf people? ›

Top universities for Deaf students
  • Gallaudet University, Washington, D.C. Galludet University is a private college. ...
  • National Technical Institute for the Deaf, Rochester, New York (NTID) ...
  • The SouthWest College for the Deaf (SWCD), Big Spring, Texas.
1 Mar 2022

What is the name of the deaf university? ›

At a Glance | Gallaudet University.

Is it rude to speak in front of deaf people? ›

Speaking in the Presence of a Deaf Person is Considered Impolite Speaking in the presence of a Deaf person is considered impolite. You are being disrespectful and inconsiderate, especially if you know ASL and choose to speak instead. By speaking, you exclude them from the conversation.

What are the pros and cons of deaf schools? ›

Pros & cons of mainstream education for deaf/hard of hearing students
Classes and curriculums are standardised by the authorityLikely to be the only or one of the very few D/HoH students which can then create sense of loneliness
Better prepared for the “real” (hearing) worldTeachers are rarely deaf aware
6 more rows
18 Dec 2019

What is deaf college education? ›

The Deaf Education concentration prepares candidates to work with deaf and hard-of-hearing students across inclusion, itinerant, resource room and self-contained public and residential classroom settings.

Can a deaf person go to college? ›

Deaf students are more likely to attend college part-time than their hearing counterparts. More deaf students took courses online than their hearing peers. After high school, deaf students take around 5 years to enroll in college, compared to a little more than 2 years for hearing students.

What is afternoon in ASL? ›

To do the sign for "afternoon" just hold your dominant flat hand at a "2 o'clock" position pointing ahead and somewhat up.

What is English in ASL? ›

To sign English, hold your non-dominant hand in a fist and keep it in place. Then curve your dominant hand and tap it onto your fist a couple of times.

How do you say history in ASL? ›

ASL Sign for History - YouTube

What is game in ASL? ›

Game is signed by making both hands into a fist with your thumbs sticking up, then thumping your fists together. In ASL, the sign for challenge is similar to the sign for game, but just use a bigger motion and more body language to indicate that it is a more serious matter with challenge.

What is good luck in BSL? ›

British Sign Language (BSL). Hand with index finger and thumb open are held near face then move to side.

What are the best ASL courses? ›

The 7 Best Online Sign Language Classes of 2022
  • Best Overall: Gallaudet University.
  • Best Budget: American Sign Language University.
  • Best for Beginners: ASL Meredith.
  • Best for Families: Sign It! ASL.
  • Best for School Credit: Start ASL.
  • Best for One-on-One Lessons: SignOn Connect.
  • Best for Vocabulary: ASLDeafined.
13 Sept 2022

How long does ASL take to learn? ›

Are you thinking about learning sign language? If so, you might be surprised to learn that learning the basics of ASL can take just 60 to 90-hours. By comparison, learning a new spoken language like French can take anywhere from three to six months.

Where is the best place to learn ASL for free? ›

Best sites and apps for learning sign language
  1. SignLanguage101.com. (www.signlanguage101.com) ...
  2. StartASL.com. (www.startasl.com) ...
  3. Marlee Signs. Next up we have Marlee Signs, which is a great app to learn American sign language for free. ...
  4. LessonTutor.com. ...
  5. Expert Village. ...
  6. ASLPro.com. ...
  7. LifePrint.com. ...
  8. SchoolOfSignLanguage.com.
9 Mar 2022

What college do you go to in ASL? ›

How to Sign School Levels in American Sign Language for ASL ...

How do you say psychology in ASL? ›

American Sign Language: "psychology"

Memory aid: Imagine you are holding someone's brain in your non-dominant hand. Make sure your palm is facing outward. Then take your rather large, imposing knife and "hack into" that persons brain.

What does shoulder shifting do? ›

Shoulder-shifting is a feature unique to American Sign Language. Shoulder shifting is a way to distinguish several pieces of information in a signed sentence by slightly moving your head and shoulders in a different direction for each detail.

Which Handshape represents thousand in ASL? ›

Numbers - Thousand

The sign for thousand is made by having the fingertips of the bent-B handshape come down in the palm of the opposite hand. To sign 1000, sign the number 1 and then thousand. Use this same pattern to sign other thousand numbers (1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000).

What is an ASL degree called? ›

The American Sign Language English Interpretation (ASLEI) program is an accredited bachelor's degree that prepares you to provide competent interpreting services between individuals who are deaf and use ASL as their primary means of communication and individuals who are not deaf and do not know sign language.

Can you get a degree in ASL? ›

Learners can pursue a degree in American Sign Language at the associate, bachelor's, and master's levels. Some ASL colleges offer concentrations. Common options include interpretation and deaf culture. Interpretation concentrations focus on translating and interpreting ASL.

Can you major in ASL in college? ›

Students can choose from either a low-cost bachelor's degree in Deaf community services or a bachelor's degree in sign language interpreting. The curriculum allows students to become proficient in American Sign Language, develop entry-level interpreting skills, and demonstrate knowledge of Deaf culture.

What is afternoon in ASL? ›

To do the sign for "afternoon" just hold your dominant flat hand at a "2 o'clock" position pointing ahead and somewhat up.

What is English in ASL? ›

To sign English, hold your non-dominant hand in a fist and keep it in place. Then curve your dominant hand and tap it onto your fist a couple of times.

How do you say history in ASL? ›

ASL Sign for History - YouTube

How do you shift your body in ASL? ›

The signer moves his body, head, and/or eyes to the right or to the left to assume the role of the person or character. She also takes on other affective or characteristic traits of the role or character.

What is a two person role shift? ›

Two-person role shift allows the narrator to show interactions between two characters in a story. The narrator shifts between the two characters, adopting each character's actions, manners and feelings as well as comments.

What is front of shoulder called? ›

Along the midpoint of the scapula runs the scapular spine, which ends laterally along the top and the front of the shoulder via a projection known as the acromion. The acromion can be thought of as the "roof" or “arch” over the glenohumeral joint.

Is the 6 and W the same in ASL? ›

What's the Difference between 6 and W in ASL | Viewer Questions

When learning ASL what is taught first? ›

Sign Language Alphabet

Learning to sign the alphabet (known as the manual alphabet) is usually the first place to begin. Sign language alphabet: Each of the 26 letters in the English alphabet is represented with a unique sign in American Sign Language (ASL).

How do you say 15 in ASL? ›

The number 15 is signed by holding up your dominant hand with the ASL Number '5' sign, facing toward you. Then hold together and bend your index, middle, ring, and pinkie fingers toward you twice, while you stick your thumb out.


1. Signing Naturally Unit 2: Gallaudet University
(Sign With Courtney)
2. Maximizing Language Acquisition: ASL and Spoken English
3. ABC's in American Sign Language by Niesha Washington-Sheppard
(Transformative Deaf Education)
4. Gallaudet University Motion Light Lab, VL2 - Sign On For Literacy Prize
(All Children Reading: A Grand Challenge for Development)
5. Sara Bareilles's "Brave" in ASL by University HS and Venado MS (OCDE)
(OC Deaf Schools)
6. Gallaudet University offers Deaf Culture course (DST 201) online
(Summer Crider Loeffler)
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Author: Fredrick Kertzmann

Last Updated: 2023/04/09

Views: 5751

Rating: 4.6 / 5 (46 voted)

Reviews: 85% of readers found this page helpful

Author information

Name: Fredrick Kertzmann

Birthday: 2000-04-29

Address: Apt. 203 613 Huels Gateway, Ralphtown, LA 40204

Phone: +2135150832870

Job: Regional Design Producer

Hobby: Nordic skating, Lacemaking, Mountain biking, Rowing, Gardening, Water sports, role-playing games

Introduction: My name is Fredrick Kertzmann, I am a gleaming, encouraging, inexpensive, thankful, tender, quaint, precious person who loves writing and wants to share my knowledge and understanding with you.