ASL -- How is the curriculum in MCPS, and did your child like it?

[Anonymous]

DD already completed her language requirement in middle school (French 1 & 2) and is not interested in taking ASL in high school rather than continuing with French. For parents whose kids have taken ASL, how is the curriculum at MCPS? Did your kids enjoy it? Are there any downsides to taking ASL rather than continuing on with French (which DD does not like very much right now), or starting Spanish?

[Anonymous]

DP. All the world languages are *difficult* unless you are a native taking the course to fulfill FL credit. It seems Level 4 is the one that makes kids either go into another language or drop languages all together and take up electives. Is it true some high schools offer ASL? How about middle schools? Mostly hear students take it online or through Montgomery College.

[Anonymous]

I can't speak to other schools but the instruction at Blair is excellent. The teacher is a CODA, so native in ASL, and the classes are very popular.

[Anonymous]

Anonymous wrote:I can't speak to other schools but the instruction at Blair is excellent. The teacher is a CODA, so native in ASL, and the classes are very popular.

I am so glad to hear this. Was the curriculum rigorous? DD didn't think French is/was hard at least at Level 2, but just doesn't like it.

I thought I read somewhere that the work load for ASL can be a lot even for a 1st and 2nd level class. I would expect that of a third level class. Would love to hear what the coursework looks like?

[Anonymous]

My child is only in Level 2, but the higher level kids develop enough skills to interpret at assemblies and school plays, so I think it is rigorous enough.

ASL grammar is idiosyncratic, but there are no declensions and past/future tense are somewhat simpler than spoken English or another WL, so the kids can go further faster.

[Anonymous]

My child really liked it and went through ASL 3. She’s definitely not fluent, but she can converse with people which is quite neat! Her teacher was deaf and the class had an interpreter in it (also cool).

[Anonymous]

Anonymous wrote:My child really liked it and went through ASL 3. She’s definitely not fluent, but she can converse with people which is quite neat! Her teacher was deaf and the class had an interpreter in it (also cool).

Is your child at Churchill?

[Anonymous]

If your child wants to attend a top college, they need to take foreign language in HS, even though they've met MCPS language requirements already. I am fluent in ASL (CODA and certified ASL interpreter), but also a mom of 2 in college and 1 still in HS. Many colleges do not consider ASL a foreign language, and won't consider it as a rigorous coursework.

[Anonymous]

Anonymous wrote:If your child wants to attend a top college, they need to take foreign language in HS, even though they've met MCPS language requirements already. I am fluent in ASL (CODA and certified ASL interpreter), but also a mom of 2 in college and 1 still in HS. Many colleges do not consider ASL a foreign language, and won't consider it as a rigorous coursework.

What if child just wants to attend our flagship Maryland college (not to say that it's easy these days either)?

[Anonymous]

Anonymous wrote:

Anonymous wrote:If your child wants to attend a top college, they need to take foreign language in HS, even though they've met MCPS language requirements already. I am fluent in ASL (CODA and certified ASL interpreter), but also a mom of 2 in college and 1 still in HS. Many colleges do not consider ASL a foreign language, and won't consider it as a rigorous coursework.

What if child just wants to attend our flagship Maryland college (not to say that it's easy these days either)?

DP here (and also a CODA). They are still going to have a leg up if they take another FL.

[Anonymous]

DD took ASL at Churchill several years back. Loved it! FYI she got into quite a few selective colleges and Maryland public colleges and universities accept it for the language requirement. There is a list of colleges and universities that accept ASL for the language requirement online.

[Anonymous]

Anonymous wrote:If your child wants to attend a top college, they need to take foreign language in HS, even though they've met MCPS language requirements already. I am fluent in ASL (CODA and certified ASL interpreter), but also a mom of 2 in college and 1 still in HS. Many colleges do not consider ASL a foreign language, and won't consider it as a rigorous coursework.

Most colleges accept ASL. Who cares if Top colleges don’t.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If your child wants to attend a top college, they need to take foreign language in HS, even though they've met MCPS language requirements already. I am fluent in ASL (CODA and certified ASL interpreter), but also a mom of 2 in college and 1 still in HS. Many colleges do not consider ASL a foreign language, and won't consider it as a rigorous coursework.

Most colleges accept ASL. Who cares if Top colleges don’t.

I do kind of wish folks could stop jumping onto every thread with a comment about elite college admissions. Not everyone is focused on the same goal, and that's fine.

[Anonymous]

Anonymous wrote:My child is only in Level 2, but the higher level kids develop enough skills to interpret at assemblies and school plays, so I think it is rigorous enough.

ASL grammar is idiosyncratic, but there are no declensions and past/future tense are somewhat simpler than spoken English or another WL, so the kids can go further faster.

Are you saying that "higher level" ASL high school students are interpreting assemblies and plays for practice? Or are they interpreting for actual Deaf/hard of hearing people? I'm an interpreter and interpreting drama is one of the hardest interpreting skills, and it would be unethical for the county to have ASL students providing "access" for actual Deaf/hard of hearing people.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My child is only in Level 2, but the higher level kids develop enough skills to interpret at assemblies and school plays, so I think it is rigorous enough.

ASL grammar is idiosyncratic, but there are no declensions and past/future tense are somewhat simpler than spoken English or another WL, so the kids can go further faster.

Are you saying that "higher level" ASL high school students are interpreting assemblies and plays for practice? Or are they interpreting for actual Deaf/hard of hearing people? I'm an interpreter and interpreting drama is one of the hardest interpreting skills, and it would be unethical for the county to have ASL students providing "access" for actual Deaf/hard of hearing people.

Not that PP, but I am HoH and have seen them in action. They aren't interpreting, but they are doing a perfectly fine job of signing along. One of the hardest pieces about interpreting in any language is managing the input and output simultaneously. That's not what they're doing. They have broken the plate into chunks and memorized the script, as well as the signs. They would be hard-pressed if actors started to improv, but it's fine as long as everyone stays on script.