Abstract
American Sign Language (ASL) is a challenging yet rapidly growing language taught at both secondary and higher education levels. Despite its increasing popularity, there is limited literature on utilizing ASL labs as learning centers. This quantitative study examines the implementation of a new ASL lab at a large four-year university in California. It investigates the factors influencing participation, the motivations behind students' involvement, and their perceptions of the lab's effectiveness. Results indicate significant associations between course modality, instructor influence, and lab participation. The study suggests that ASL labs function as cultural and educational spaces that promote visibility of Deaf culture on campus. Because ASL proficiency serves as a foundational component of interpreter preparation, these findings may also hold relevance for interpreter education programs seeking to expand opportunities for guided language practice and peer interaction. Future recommendations include expanding online lab hours and increasing institutional support to enhance ASL education.
Suggested Citation
Dutra, Nathan J. and Vincent, Michele
(2026)
"Impact and Utilization of ASL Lab Spaces in University Settings,"
Journal of Interpretation: Vol. 34:
Iss.
1, Article 5.
Available at:
https://digitalcommons.unf.edu/joi/vol34/iss1/5
Included in
Accessibility Commons, American Sign Language Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Language and Literacy Education Commons, Language Interpretation and Translation Commons, Modern Languages Commons, Other Education Commons, Scholarship of Teaching and Learning Commons
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