Fluency in American Sign Language

Abstract

I used two experimental designs to investigate the perception of fluency by native Deaf signers. In experiment 1, seven native signers described the signing ability of other native signers judged to have a wide range of signing ability. The judges provided numerical ratings and descriptions of signing skill. These positive and negative descriptions were used in experiment 2 to determine if the judgments were reliable, valid, and predictive of fluency. In this study a different group of five raters judged the same signing samples using 21 pairs of criteria gleaned from experiment 1. Between- and within-group analyses demonstrated that these criteria could be used to reliably judge and predict fluency. Rate of signing was not found to be a crucial criterion for fluency. I discuss implications for the types of sign models used with Deaf children and teaching of ASL to second language users.

Exploring Instructor and Student use of an American Sign Language E-Assessment System

“…The online environment enables students to capture videos of sign-language assessment tasks and individually build online portfolios for monitoring progress of their performances over time. These portfolios allow students and instructors to establish learning objectives, document language proficiency, and demonstrate maturing communication abilities, ultimately encouraging students to be more reflective regarding their ASL communication skills (Lupton, 1998).…”

Knowledge and Skills for Teachers of Individuals Who Are Deaf and Hard of Hearing

“…Finally, we know that it takes at least a couple of years of studying sign language to develop even the most basic of proficiency (National Association of the Deaf, 2007) and that one can expect to study for longer than this to develop the cognitive and academic level of proficiency necessary to be highly skilled in conveying advanced academic information. Even native signers vary in their signing fluency and readability (Lupton, 1998). For this reason, teachers of the deaf who work with signing children need to continue their pursuit of excellence in the use of the language.…”

Knowledge and Skills for Teachers of Individuals Who Are Deaf or Hard of Hearing

“…Even native signers vary in their signing fluency and their readability (Lupton, 1998). For this reason, teachers of the deaf who work with signing children need to continue their pursuit of excellence in the use of the language.…”