This paper discusses issues of language revitalization and linguistic prescriptivism related to the teaching of American Sign Language (ASL) in Canada. I describe the current and historical context for ASL teaching, including the increase in ASL course offerings at some postsecondary institutions, and discuss findings related to challenges in curriculum development and issues of prescriptivism as they recur in my study of developing an ASL curriculum for parents of deaf children that is aligned with the Common European Framework of Reference for Languages.

Additional Metadata
Persistent URL dx.doi.org/10.1080/13670050.2016.1228599
Journal International Journal of Bilingual Education and Bilingualism
Citation
Snoddon, K. (2016). Whose ASL counts? Linguistic prescriptivism and challenges in the context of parent sign language curriculum development. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2016.1228599