Exploration of student perceptions of multicultural content in American Sign Language distance learning courses : a case study

Abstract

Distance learning courses are on the rise and an increase in American Sign Language (ASL) education enrollments call for implementation of, and maintaining, best practices to ensure student success. The ASL curriculum should encompass content and resources that meet the learning needs of students from various cultural backgrounds. The purpose of this qualitative, single case study was to understand the online students' perspectives and the impact of multicultural content embedded in an online American Sign Language curriculum within a distance education program. The study aimed to identify: 1) how the multicultural content promoted language acquisition, and 2) how the online program could integrate further materials that foster cultural competency for online students learning American Sign Language. This inquiry was conducted through a multicultural lens, specifically the Multicultural Curriculum Reform (MCR) Theory. Along with semi-structured interviews with online participants and endof-session surveys, observations of archival videos and video artifacts were used as data sources. Three primary themes and nine sub-themes emerged from the data analysis: Cultivating Cultural Competence (cultural cognizance through awareness progression), Building Cultural Competence Through Engagement (perceptions of engagement practices), and Discerning Cultural Relevance (acknowledging content value). The findings were analyzed, interpreted, and positioned within the context of the multicultural framework and existing peer-reviewed literature. The study addressed implications for curriculum reform and practice, limitations within the study, and recommendations for future inquiry.