This is the Ontario curriculum policy for American Sign Language as a Second Language in secondary schools. Beginning in September 2021, American Sign Language as a Second Language programs in secondary schools will be based on the expectations outlined in this curriculum policy.


American Sign Language as a Second Language (2021)


Enduring Ideas in the American Sign Language as a Second Language Curriculum

In the ASL as a second language curriculum, certain “enduring ideas” represent the foundation of all student learning in the program. They encompass knowledge, competencies, and habits of mind that are developed in the process of language development and equip students with tools that will enable them to participate effectively in an ever-changing global society. As students learn to exchange information and ideas in another language, they also learn about other ways of thinking, other ways of doing things, and other ways of living. The curriculum strives to foster an interest in language learning that continues not only throughout a student’s time in school but also into later in life. Learning about the sociolinguistic and cultural aspects of language allows students to apply their language knowledge in a variety of real-world contexts. The enduring ideas focus on the development of knowledge and skills that are necessary as a basis for lifelong language learning. In the following graphic, the enduring ideas are shown surrounding the central notion of lifelong learning.

This diagram shows five areas which contribute to Lifelong Language Learning. In no particular order, the five areas include: a) Authentic Approach to ASL: Conversational Discourse, Comprehension, and Construction; b) Development of Language Learning Strategies; c) Development of Intercultural Understanding; d) Critical Thinking Skills, Metacognition, and Metalinguistic Skills; and e) Making Real-Life Connections.