Issue link: http://educator.cta.org/i/381166
American Sign Language is accepted as a foreign language in California's high schools, meeting requirements for CSU and UC. Yes, it counts A m e r i c a n S i g n L a n g u a ge h a s b e e n accepted as a foreign language in Califor- nia's high schools since 1988, meeting the requirement for CSU and UC acceptance. Nonetheless, parents are always surprised when they hear that colleges accept ASL as a foreign language requirement, says Gala Parker, Temecula Valley Educators Association, who teaches ASL at Temec- ula Valley High School. " T h e y a r e a l w a y s a s k i n g ' W i l l i t count?' and 'Will colleges accept it?'" Parker encourages parents to let their children enroll. Being bilingual allows students to communicate with Deaf indi- viduals in the outside world. It's a plus in the job market and can lead to a job as an interpreter. Students who do best in her classes are outgoing, expressive and not afraid to use their body language to express emotions. But any student can do well if they are motivated, she says. Parker, like Lippe, has all Hearing students. It is rare for students to drop out of her classes. "It's a fascinating language because it's so visual, unique and nonverbal. Seeing it on television makes students more interested. It's definitely the f astest growing language." A focus on Deaf culture Parker is Hearing, but ASL was her first lan- guage. She was raised by a Deaf father and a mother who was an ASL interpreter. Visitors were amused that as an infant, Parker would stand up in her crib and cry soundlessly, while making dramatic facial expressions. Lessons about Deaf culture are routinely incorporated into Parker's language lessons. She tells students Deaf people comment on visual aspects, such as a person's appear- ance, without intending an insult, because they are so visual. "You look like you have gained a little weight" and other extremely direct comments are not uncommon. Neither are long goodbyes, since they may not see other for a long time. "Historically, they grew up iso- lated and didn't have a big social circle," she explains. "So they have a very close, tight-knit community where friendships last longer." Donald Grushkin, ASL profes- sor and member of the California Faculty Association at CSU Sac- ramento, also incorporates lessons on Deaf culture whenever possible. He is Deaf, and explains to students right away why the D is capitalized. "Deaf with a capital D signifies Deaf ethnicity, and the lowercase d in deaf is a medical/disability per- spective on Deaf people. Hearing impaired is even worse, since we are neither hearing nor impaired." Grushkin, whose students are primarily Hearing, says his classes a r e u s u a l ly f u l l e a c h s e m e s t e r, although CSU has slashed the number of language classes, including ASL. Diane Griffith pantomimes objects' shape and purpose to help students learn. Feature 46 www.cta.org