Who Should Teach ASL: 5 Reasons Why it should be Deaf People

Introduction

With the growing interest in learning American Sign Language (ASL), choosing the right instructor to teach ASL is more important than ever. While both Deaf and hearing individuals may have native-like fluency, Deaf people bring unique qualities to ASL instruction that provide an unparalleled learning experience. Whether you are looking to take an ASL course or hire an ASL instructor, there are compelling reasons to choose a Deaf instructor with native fluency. In this blog, we’ll highlight five of those compelling reasons why Deaf individuals are the best candidates to teach ASL, from their native language skills to their ability to foster meaningful connections between the Deaf and hearing communities.

Reason 1: Native Fluency

Deaf individuals often have native fluency in ASL, having used it as their primary language from a young age. ASL is not just a means of communication for them—it’s a vital part of their identity and culture.  Native signers offer a deep understanding of ASL’s nuances, idioms, and cultural context providing students with a more authentic learning experience. These unique teachers who teach ASL bring an intrinsic grasp of the language’s subtleties, including regional variations and culturally specific expressions, which are often missed by non-native users.

In the classroom:

Deaf teacher’s native fluency allows students to grasp the true meaning behind idiomatic expression, something that is often lacking in classes taught by hearing instructors.  Also, learning from a Deaf teacher provides insight into the cultural importance of certain signs and the etiquette involved in their use—knowledge that goes beyond just the language and into understanding the Deaf community itself.

Reason 2: Cultural Immersion

Deaf instructors who teach ASL can provide students with more meaningful insights into Deaf culture, which is inherently connected to ASL and is inseparable from the language itself. Deaf culture encompasses values, traditions, social norms, and a shared history that shapes how the language is used and understood.  

Learning ASL from Deaf individuals allows students to fully appreciate the cultural aspects of ASL, fostering greater cultural competency and respect. Deaf instructors who teach ASL can share lived experiences and cultural practices that bring the language to life in ways that go beyond vocabulary and grammar. This immersion into Deaf culture helps students understand the social contexts in which ASL is used, promoting a deeper, more respectful engagement with the language and the community.

In the classroom:

Deaf teachers can open students’ eyes to the richness of Deaf Culture.  For example, a Deaf teacher might explain the significance of eye contact in Deaf culture, where it is crucial for maintaining engagement and understanding during conversation. Deaf instructors also often incorporate storytelling, a vital cultural tradition, into their teaching, thus helping students appreciate the narrative structure and artistic expression that are central to Deaf culture. These cultural lessons enrich the language-learning process by connecting students to the broader Deaf community and its unique ways of life.

Reason 3: Authentic Experiences

Deaf teachers bring a wealth of real-life experiences and personal stories to the classroom, enhancing the ASL learning process in ways that go beyond textbooks and formal instruction. Their lived experiences offer students a window into the everyday use of ASL in the Deaf community.

These authentic experiences help students grasp how ASL is applied in various contexts, from casual conversations to professional settings, and how it navigates the complexities of communication in a predominantly hearing world. By sharing their unique perspectives, Deaf teachers provide lessons that resonate on a deeper level, making the language more relatable and easier to internalize.

In the classroom:

A Deaf instructor might share a story about navigating a hospital visit or attending a family gathering, illustrating how ASL is used in different social contexts. They might also discuss how ASL adapts in situations where Deaf and hearing individuals interact, offering students valuable insights into the practical application of the language. These classroom anecdotes, rooted in real-life experiences, offer lessons that only Deaf instructors can provide, enriching the educational journey.

Reason 4: Role Modeling

Deaf instructors serve as powerful role models for their students, showcasing the capabilities and achievements of Deaf individuals within both the Deaf community and the broader society. They provide living proof that Deafness is not a limitation but rather a unique characteristic that can lead to success in many fields.

Having Deaf instructors who teach ASL can inspire and motivate students by breaking down stereotypes and challenging preconceived notions about Deafness. This representation fosters a more inclusive environment and encourages students to embrace diversity in all its forms. Deaf instructors show students that fluency in ASL and a deep understanding of Deaf culture are not just academic goals but a bridge to meaningful connections and success.

In the classroom:

Many successful Deaf ASL teachers have left a lasting impact on their students, demonstrating the value of perseverance, hard work, and pride in one’s identity. For example, a Deaf ASL teacher might share their journey of overcoming challenges in a predominantly hearing world to achieve professional success. Their stories of advocacy, education, and leadership not only teach ASL but also instill confidence in students that they, too, can achieve great things, regardless of their hearing status.

Reason 5: Community Connection

Deaf instructors play a crucial role in bridging the gap between the Deaf and hearing communities by fostering direct and meaningful connections. Through their teaching, they help students understand and appreciate the unique aspects of Deaf culture, encouraging interaction and collaboration.

This connection encourages students to actively engage with the Deaf community, promoting mutual understanding, respect, and support. By learning from Deaf instructors, students are more likely to become allies who appreciate the importance of cultural exchange and inclusion. This not only enhances their language skills but also helps to break down barriers and build a more inclusive society.

In the classroom:

Numerous students have found themselves drawn into the Deaf community through their ASL education. Some students have even gone on to become ASL interpreters.  Others pursue careers in Deaf advocacy or even in Deaf education. These journeys often start in the classroom, where a Deaf teacher’s passion and connection to their community inspire students to become active participants in and supporters of the Deaf community.

Conclusion

Choosing Deaf individuals to teach ASL offers a richer, more authentic, and culturally competent learning experience. From their native fluency and cultural immersion to providing real-world insights and serving as inspiring role models, Deaf instructors bring invaluable perspectives that enhance the understanding and appreciation of ASL. By fostering direct connections between the Deaf and hearing communities, Deaf teachers help break down barriers and build a more inclusive society. When seeking to learn or hire an ASL instructor, opting for a Deaf teacher ensures a deeper, more meaningful engagement with the language and its culture.

Call to Action

In what ways have Deaf ASL teachers impacted you? Share your experiences below!