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)


Some Considerations for Program Planning in American Sign Language as a Second Language

The language and language learning skills laid out in the four strands overlap and strengthen one another. Effective instructional activities, including those that use ASL media works, often integrate expectations from two or more strands to provide students with the kinds of experiences that promote meaningful learning. This approach allows students to develop skills from several strands by engaging in rich, integrated tasks such as participating in a debate on a current issue, discussing strategies for organizing ideas using the constructing process in an assignment, or offering constructive and descriptive feedback about an ASL work created by their peers. A high-quality ASL course provides daily opportunities for students to engage in various language activities in connection with the expectations of all four strands. Teachers plan instructional activities that integrate expectations across the strands. They also continually highlight the interconnectedness of language and culture in the development of literacy skills. For this reason, language structures and conventions are taught along with cultural concepts so that students are exposed to the key elements of language through contextualized approaches. (See the section “The Program in American Sign Language as a Second Language” for a description of each strand.)