Do I belong?: implications of the ASLPI

Area of Science:

• Linguistic Anthropology
• Sociolinguistics
• Deaf Studies

Background:

• The American Sign Language Proficiency Interview (ASLPI) is a standard assessment for ASL proficiency in academic and professional settings.
• ASL education predominantly features White, able-bodied educators, raising questions about the ASLPI's cultural and racial inclusivity.
• Existing research lacks critical examination of the ASLPI through the perspectives of Deaf individuals, particularly concerning language ideologies and colonial constructs.

Purpose of the Study:

• To investigate Deaf participants' experiences with the ASLPI.
• To analyze how ASLPI's design, interaction, and evaluation are influenced by language ideologies, attitudes toward signed languages, and language boundaries as colonial constructs.
• To identify areas for ASLPI reform to better support diverse Deaf languaging practices.

Main Methods:

• The study employed thematic analysis of in-depth interviews with 10 Deaf participants.
• Participants shared their lived experiences and perceptions of the ASLPI process.
• Analysis focused on understanding the impact of racialized interactions, language scrutiny, and idealized ASL expectations.

Main Results:

• Deaf participants reported significant discomfort and anxiety stemming from racialized interactions with White interviewers.
• Participants experienced pressure to code-switch towards a standardized, idealized ASL, leading to feelings of linguistic scrutiny.
• A notable misalignment was observed between participants' perceived ASL competency and the outcomes of ASLPI evaluations.

Conclusions:

• The ASLPI's current structure and evaluation methods may perpetuate inequities for Deaf individuals, particularly those from diverse racial and cultural backgrounds.
• There is a critical need for reforms to enhance transparency and external review processes within the ASLPI.
• Affirming diverse Deaf languaging practices across race, culture, and disability is essential for equitable ASL assessment.