sign language college essay

American Sign Language and Its Importance Essay

Deaf people cannot speak, communicate, and perceive the world fully. They are limited in their perception: vision and sensation are the only primary channels for them to obtain information about the world. However, one of the main problems is the absence of language, which is crucial for developing higher cognitive skills. However, sign language helps maintain and develop the cognitive abilities of deaf people; in that way, they must be taught sign language.

Language deprivation is a significant danger for deaf people: it results from the absence of language learning during childhood. Imagine that the child is growing up in wild conditions, where they cannot hear any speech, any word of mouth. This is what happens to those deaf children who have not learned sign language when they are primarily open to this (N. K. Caselli et al., 2020). All children have increased neurological sensitivity to language learning, which is why they learn languages easier than older people. If they do not learn a language in this period, their cognitive abilities become impaired, not only memory but also the ability to form conscious thoughts. They become more like animals, not humans; this may sound dreadful, but this is the reality of kids who cannot think consciously and memorize what they see. If deaf child is not taught sign language, they must rely only on their vision and fundamental patterns, such as objects’ forms, colors, and quantities. They are similar, in that way, to primitive people who were not able to speak.

Deaf people have weaker memory due to their inability to communicate using ordinary language. Teaching sign language from childhood may help prevent these problems and restore normal memory development. However, their parents, especially those who are hearing, usually have low proficiency in sign language (Bansal et al., 2021). Sometimes they are not bothered to teach their kid sign language, but the consequences of such inactivity are awful. Their working memory becomes weaker, and they cannot operate by word constructions that are accessible to their hearing mates. Compare, thus, the opportunities for such deaf people when they become teens and adults: they will be much worse than those for hearing people. Deaf person is limited not only in their perception but in their language and cognitive abilities; however, this issue may be solved by teaching American Sign Language from childhood.

Consider that American Sign Language is essential for deaf people: probably, even the most necessary skill at all. It allows them to close the gap of language ignorance and learn how to speak even without the ability to hear and produce conscious voices. This is why systems that help deaf children to learn American Sign language are in demand: an example is CopyCat, a sign language recognition system that is easily managed via its visual interface (N. K. Caselli et al., 2020). When deaf children start to learn sign language in early childhood, they have a vocabulary comparable to hearing children (N. Caselli et al., 2021). Thus, it solves all cognitive problems which threaten deaf children, enabling them to grow up as fully conscious human beings with opportunities equal to those of hearing ones.

To conclude, I would emphasize the necessity of American Sign Language development and distribution: without that, our deaf children are fated on ignorance and even semi-wildness. Language is a crucial element of humanity; it is necessary for brain development, as neither memory nor higher brain functions can work without it. Sign language closes the gap of language ignorance, enabling deaf people to learn how to speak and form conscious thoughts. American Sign Language is crucial for the United States deaf community, as it helps them avoid language deprivation and master conscious thinking.

Bansal, D., Ravi, P., So, M., Agrawal, P., Chadha, I., Murugappan, G., & Duke, C. (2021). CopyCat: Using sign language recognition to help deaf children acquire language skills. Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems .

Caselli, N. K., Hall, W. C., & Henner, J. (2020). American sign language interpreters in public schools: An illusion of inclusion that perpetuates language deprivation . Maternal and Child Health Journal , 24 (11), 1323–1329.

Caselli, N., Pyers, J., & Lieberman, A. M. (2021). Deaf children of hearing parents have age-level vocabulary growth when exposed to American Sign Language by 6 months of age . The Journal of Pediatrics , 232 , 229–236.

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• American Deaf Culture: The Modern Deaf Community
• American Deaf Community and Its Challenges
• Where is Deaf in an Aural Society?
• Deaf Studies and Deaf Education
• Introduction to American Deaf Culture by Thomas Holcomb
• Communication in "Through Deaf Eyes" Documentary
• Normal Communication Culture and Deaf Communication Culture
• Reading Ability in Signing Deaf Children
• Introduction to American Deaf Culture
• Mothers’ Adaptation to Communication with Deaf Infants
• Language Studies: Prescriptive and Descriptive Approaches
• Phonetics and Phonology of English Word Stress
• What Makes Today’s English Different from Its Early Versions
• “Ooze” Word Origin and Meaning
• The Effect of Childhood Bilingualism on Episodic and Semantic

Sign Language Studies

ISSN 0302-1475

Editors: Erin Wilkinson , University of New Mexico Pilar Piñar , Gallaudet University

SPECIAL ISSUE

The first wave of sign language research, selected memoirs.

Guest Editors: 

Penny Boyes Braem

Virginia volterra, robbin battison, nancy frishberg, carol padden.

"A truly  stunning  collection from the who's who of early sign language research, and a very valuable gift to anyone wanting to learn about the sign language research community."  — Ceil Lucas, Professor Emerita, Gallaudet University

From the Introduction

"Fifty years after William Stokoe founded Sign Language Studies ( SLS ) in 1972, we have reason to give thanks for a half-century of research and discovery, and to reflect on its origins. Because much has changed since those early days. And many stories have not yet been told. . . . The resulting collection serves as historical documentation of how a new research field is born. We believe that the personal details and variety of motivations and settings will interest a wide range of readers—not only the veterans of the field who will recognize their pioneering friends, but also younger researchers seeking insights into the roots of sign language linguistics and related fields."

This special issue is included as part of the SLS subscription. 

If you would like to purchase a print copy ($40/individuals and $50/institutions) , please click here.

If you would like to purchase a digital copy ($24/individuals) , please click here.

Aims & Scope Issues Submissions Manuscript Submission Guidelines Book Review Guidelines Special Issue Proposals Subscribe Purchase Digital Content The Editors Customer Service

Aims & Scope

Founded by William C. Stokoe, known by many as the father of the linguistics of American Sign Language, this quarterly journal presents a singular forum for groundbreaking research on the language, culture, history, and literature of signing communities and signed languages. The first journal published in the field, SLS continues to offer fresh content with a uniquely international, multidisciplinary focus.

" “Time and again, Sign Language Studies features some of the best articles in the field. The editing is solid, the issues are always pertinent and whether about a sign language of the world, or about the people who use it, the topics are invariably interesting.” —Carol Padden, Professor, Department of Communication, University of California, San Diego "

A common misconception about sign language is that it is universal. Check out our #SLStudies map to see the many different sign languages that are used across the globe! These are the sign languages that have been represented in Sign Language Studies .

New Features in Sign Language Studies

An annual list of completed sign language or sign language-related dissertations and master’s theses.

A section called In Brief , which features short pieces that are 3–4 pages in length, written by undergraduate and graduate students, that are not yet full articles but contain interesting information that should be shared.

History of SLS

William C. Stokoe began publication of Sign Language Studies in 1972. With the encouragement of Thomas Sebeok, Stokoe created this seminal journal as an outgrowth of his pioneering studies of the structure of American Sign Language and the dynamics of Deaf communities. From then until now, SLS has presented a unique forum for revolutionary papers on signed languages and other related disciplines, including linguistics, anthropology, semiotics, deaf studies, deaf history, and deaf literature.

After a three-year hiatus, Sign Language Studies commenced publication in the fall of 2000. The new editor was David F. Armstrong, an anthropologist and author of Original Signs: Gesture, Sign, and the Sources of Language and coauthor of Gesture and the Nature of Language with Stokoe and Sherman Wilcox. A long-time collaborator with Stokoe, Armstrong became a member of the SLS editorial board in 1986.

David Armstrong stepped down as editor at the end of 2009 and was succeeded by Ceil Lucas, Professor Emerita, Gallaudet University, who is the coauthor and editor of many Gallaudet University Press books, including Linguistics of American Sign Language and What’s Your Sign for PIZZA? , and is the founding editor of the Sociolinguistics in Deaf Communities series. She is also the author of a memoir, How I Got Here .

In 2022, the editorship moved to Erin Wilkinson and Pilar Piñar.

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Table of contents and article abstracts for current and previous issues are available at Project MUSE . All issues are fully searchable.

Search Project MUSE®

Publisher Limited To: Gallaudet University Press

Journal Limited To: Sign Language Studies

https://muse.jhu.edu

Submissions

Articles, book reviews, and other pieces.

Sign Language Studies invites submissions of high-quality papers focusing on research relevant to signed languages and signing communities from around the world. Topics of interest include linguistics, corpora development, anthropology, deaf culture, deaf history, and deaf literature. We are also interested in ongoing research reports, shorter pieces that are not full-fledged articles but contain information that should be shared with signing communities, and book and media reviews.

Articles and essays are welcomed from all countries. All submissions must be in English. Authors should submit papers electronically to [email protected] and [email protected] .

Original scholarly articles and essays relevant to signed languages and signing communities.

Word count limit: 8,000 to 10,000 words, including references

Ongoing Research Reports

Status reports of research being done on signed languages or issues relevant to signing communities.

Word count limit: 3,000 to 6,000 words

Pieces that are shorter in length (can be written by undergraduate and graduate students) and are not yet full articles but contain interesting information that should be shared.

Word count limit: 750 to 3,000 words

Book Reviews

Reviews of relevant books.

Word count limit: 600 to 1,000 words

Every fall, SLS publishes a list of doctoral dissertations related to signed language and signing communities that have been successfully defended that year. Please send citations for dissertations you’d like to see included in the list by early August in the following format:

Author. Year of Defense. Title. University. Database where the dissertation can be found or ProQuest order number if available.

Note: Please do not send full text of the dissertation.

Manuscript Submission Guidelines

A manuscript will be accepted for review on the condition that it has not been published or is not currently being considered for publication elsewhere. Once an article is accepted, the author will be asked to assign copyright to Gallaudet University Press in order to protect the article from copyright infringement. Gallaudet University Press will not refuse any reasonable request by authors for permission to reproduce their contribution to Sign Language Studies .

All articles will undergo peer review, be professionally edited and typeset, and be distributed in print and electronic format.

Length. Manuscripts can be between 8,000–10,000 words including the references. After an article has been accepted, the author will be asked to send the final version as an attachment to an email with the article saved in Word or Rich Text Format.

Format. The title of the article/essay and the author’s name, affiliation, and contact information (including email address) should be on page 1. This is the only page where the author’s name should appear.

Headings. Please do not number your headings (i.e., “3.1. Data Collection”). Also, please do not include cross-referrals to sections in your article's text (i.d., “see section 4.1.2”). If this appears, it will be removed during copy editing. Please do indicate head levels by either formatting them differently (bold, all caps for first-level heads, bold, initial cap/lowercase for second-level heads, bold italics for third-level heads) or by adding bracketed codes:

• <1> = first-level heads
• <2> = second-level heads
• <3> = third-level heads
• <4> = fourth-level heads.

Tables and Figures. All tables and figures should be mentioned in the text, should include a title or caption, and should be numbered consecutively. Tables should not be embedded in the running text but appended at the end of the article. Figures should not be embedded in the file with the text. They should be submitted as separate files in the format in which they were created. Do not embed the figures in a Word document. All figures should be in reproducible form, with type that is clearly legible at a reduction of 50 percent.

Endnotes and Footnotes. Footnotes should be used sparingly and should be numbered consecutively. Endnotes should also be numbered consecutively and should follow the form detailed in The Chicago Manual of Style (CMOS) , 17th ed. Endnotes should be placed together in a section following the main body of the text.

References. All sources cited in the text should appear in the reference list at the end of the chapter. Text citations should include the author, year of publication, and page number, where applicable: (Wilcox 2000, 120). Books and articles listed in the references should take the following form:

Brueggemann, B. J. 1999. Lend Me Your Ear: Rhetorical Constructions of Deafness. Washington, DC: Gallaudet University Press.

Winston, E., and C. Monikowski. 2000. Discourse Mapping: Developing Textual Coherence Skills in Interpreters. In Innovative Practices for Teaching Sign Language Interpreters , ed. C. Roy, 15–66. Washington, DC: Gallaudet University Press.

Stokoe, W. C. 2000. Commentary. Sign Language Studies 1(3): 5–10.

For other types of citations, consult The CMOS , 17th ed.

Permissions. Authors are responsible for obtaining permission to reprint tables, figures, illustrations, and large excerpts. Copies of the permission letters must accompany the manuscript.

Proofs. One set of proofs will be sent to the lead author. Authors are responsible for proofreading and returning the proofs within three days of receipt.

Graphics. Please submit all graphics in a size that is clearly legible when reduced 50 percent. Please note that all graphics must be in grayscale or black and white. Color graphics are not acceptable. Line art should be saved in files separate from the article, preferably in Adobe Illustrator .eps files. Photographs should be scanned as TIFF or PNG files—do not send them as JPEGs.

Please make a separate file for each graphic submitted. Do not embed the graphic in a Word document (this reduces resolution and will affect how well the graphic appears on the printed page). When scanning line art or halftones for submission, please scan to 300 dpi. This is the minimum resolution required for good printing results.

Book Review Guidelines

Sign Language Studies considers the following genres for book reviews:

• Scholarly monographs and contributed volumes on sign language linguistics and/or sociolinguistics, deaf history, deaf education, deaf studies, deaf literature studies, sociology, anthropology, psychology

• Nonfction—memoirs, biographies, autobiographies

• Fiction and poetry

• Alternative media—videotexts, online multimedia texts

• Double-spaced 12 pt. Times Roman text.

• Length: 800–1,200 words (does not include references).

• Include a one-sentence author biography for the reviewer.

Example: Christina Young is an associate professor in the Department of History at the University of Virginia.

Bibliographic Citation:

The book review should begin with a bibliographic citation of the book under review following the format below:

Author/Editor’s name(s). (Translator’s name, if required). Book title. Publisher (Page count, price, ISBN, additional format, price, ISBN). URL or DOI if available.

Example: Mary H. Wright. Sounds Like Home: Growing up Black and Deaf in the South. Twentieth Anniversary Edition. Gallaudet University Press (282 pages, $32.95, paperback: ISBN 978-1-944838-58-4, ebook: ISBN 978-1-944838-59-1).

Writing a scholarly book review requires careful analysis, critical thinking, and the ability to communicate your thoughts and opinions effectively. Here is a step-by-step guide:

1.  Read the book thoroughly: Begin by reading the book from start to finish. Take notes while reading, paying attention to the main arguments, evidence, and the author's writing style. It's essential to have a clear understanding of the book's content. Questions to ask while reading:

• What is the author's main argument that they want to get across?

• What are the smaller arguments the author argues contribute to the main one? Are you persuaded that these more specific reasons support the author's wider thesis? If not, why not? (this is also an excellent time to think about any key terms the author uses or invents to discuss a specific problem or occurrence. How do they improve upon what we already know?)

2. Understand the book's context: Research the author's background, their previous works, and the broader context in which the book was written. Consider the book's genre, its significance within the field, and any relevant historical, cultural, or social aspects that may inform your review.

3. Structure your review: Start by providing a concise summary of the book, highlighting its main themes, arguments, and contributions. Then, organize your review by discussing specific aspects of the book in separate sections, such as the author's methodology, the strength of their arguments, the quality of evidence, the writing style, and the overall impact of the book.

4. Provide evidence and examples: Support your evaluation with specific evidence from the book. Quote relevant passages, cite specific examples, and reference any data or research the author presents. Use these examples to illustrate your points and provide a solid foundation for your analysis.

5. Engage with the text critically: Evaluate the strengths and weaknesses of the book. Consider the author's arguments, the evidence they provide, and their overall effectiveness in conveying their ideas. Identify any gaps or limitations in the book's approach, and analyze how it contributes to the existing body of knowledge.

6. Situate the book within the field: Assess the book's contribution to the broader scholarly conversation. Determine whether the book introduces new insights, challenges existing theories, or offers a fresh perspective on the subject matter. Discuss how the book aligns with or diverges from other works in the field and its potential impact on future research.

7. Develop a clear and coherent argument: Present your analysis in a logical and organized manner. Use clear language and concise sentences to convey your thoughts effectively. Make sure to back up your assertions with evidence and examples from the book.

8. Balance objectivity and subjectivity: While a scholarly book review requires objectivity, it's also acceptable to include your own subjective opinions and reactions. Just make sure to clearly differentiate between the author's work and your personal perspective.

9.  Conclude your review: Summarize your main points and provide a final evaluation of the book. Offer a concise recommendation or judgment regarding the book's overall quality, usefulness, and significance.

10. Edit and proofread: Review your work for grammar, spelling, and punctuation errors. Ensure your review is clear, coherent, and well-structured. Consider seeking feedback from peers or colleagues to refine your review further.

Remember, a scholarly book review should be thoughtful, well-reasoned, and objective. It should provide readers with a comprehensive understanding of the book and its contributions to the field while offering your own critical analysis and evaluation.

Suggested Structure for the Review

1. Introduction

   a. Begin with a brief introduction that includes the book's title, author, publication information, and any relevant background information about the author or the book's context.

   b. Provide a concise overview of the book's main topic or subject matter.

   c. State your overall purpose for writing the review and mention the main points you will address. What is at stake here? Why should scholars be interested in this work? Grab the reader’s attention right away, locating the book in established debates and controversies.

2. Summary of the Book

   a. Provide a summary of the book's main arguments, ideas, and supporting evidence. Include the major themes and key concepts.

   b. Be concise but ensure that you cover the essential aspects of the book. Within the first two paragraphs, it’s important to try to explicitly state the primary argument of the book (e.g., “Smith’s main argument revolves around/centers on/is…”). What is the larger point of this book, and why should readers care?

3. Analysis and Evaluation

   a. Analyze the strengths and weaknesses of the book. Consider aspects such as the author's argumentation, evidence, methodology, organization, and writing style. Please strive to be fair and considerate while offering critique. However, you can disagree with the book's claims if you believe they are incorrect, exaggerated, misguided, or for any other reason. On the other hand, you can talk about how much you loved the book and explain what specifically fascinated, persuaded, or revolutionized your perspective about the argument or idea.

   b. Assess the book's contribution to the field or discipline. Evaluate whether it adds new insights, challenges existing theories, or provides a unique perspective.

   c. Support your analysis with evidence from the book. Quote relevant passages or provide examples to substantiate your points.

4. Discussion and Interpretation

   a. Engage in a critical discussion of the book's content. Analyze the implications of the author's arguments and ideas.

   b. Consider the book's significance in relation to broader academic debates or the field of study.

   c. Offer your own interpretations and insights, presenting your perspective on the book's strengths, weaknesses, and overall value.

5. Conclusion

   a. Summarize your main points and findings from the analysis and evaluation.

   b. Provide a clear and concise overall assessment of the book.

   c. State your final thoughts and opinions on the book, including any recommendations for further reading or research.

6.  References

   a. Include a list of references for any sources cited or referenced in your review. Follow the Chicago Manual of Style ’s author-date format.

Potential Book Reviewers

We are always looking for new book reviewers interested in various disciplines. If you wish to become a book reviewer, write to us along with your CV. You can send us a few titles that you would like to review or just your areas of interest. Please contact our editors at [email protected] .

Special Issue Proposals

Guest editor guide.

We know that there is a lot to take on when assuming the role of guest editor. We have therefore put together this guide, which leads you through the most important aspects of the role and what you can expect from the process of editing a special issue.

What is a special issue of a journal?

Special issues of a journal are generally centered around a theme. These articles can come from papers/presentations at workshops, symposia, or conferences. The guest editors can also issue a call for papers about a particular topic. Some special issues are festschrifts honoring a certain scholar’s contributions to their field.

In the past, Sign Language Studies has featured special issues on:

• Linguistic ethnography and sign language studies (guest editors: Annelies Kusters and Lynn Hou; vol. 20, no. 4)
• Creative sign language in the Southern hemisphere (guest editors: Rachel Sutton-Spence and Michiko Kaneko ; vol. 20, no. 3)
• Rural sign languages (guest editors: Connie De Vos and Victoria Nyst ; vol. 18, no. 4)
• Language planning and sign language rights (guest editor: Joseph J. Murray; vol. 15, no. 4)
• (This is not an exhaustive list of our special issues—it’s just a sampling.)

What are the responsibilities of guest editors?

As a guest editor, you are assuming the responsibilities of the journal editors. They will be available to give advice but you are responsible for the following:

• coming to an agreement with the SLS editors on a specific deadline to submit the final version of the papers
• gathering the initial submissions
• identifying appropriate peer reviewers and asking if they are available to peer review
• sending out and tracking the submissions for peer review (you may have to nudge some reviewers to meet your deadlines)
• deciding whether or not to accept the submissions as is, with revisions, or whether to reject
• communicating your decisions to the submissions’ authors
• sending out the contributor contracts to the accepted submission authors
• gathering all the signed contributor contracts and forwarding them to GU Press along with each author’s snail-mail address (in order to facilitate sending out the comp copies after the issue is printed) and each contact author’s email address
• submitting a table of contents to GU Press to indicate the articles’ order and to help market your issue
• writing an introduction to the special issue
• submitting the final manuscripts with all of their art, tables, appendixes, etc., to GU Press by the established deadline
• reviewing the typeset proofs (these will also be sent to the article authors)

Before submission

Unless one of SLS ’s editors has directly approached you about guest editing an issue, you will need to submit a proposal. The proposal should include:

• the potential papers and authors with a brief description of each paper (these papers don’t need to be already written, though they might be in progress)
• the timeframe in which the special issue could be produced (include time for paper writing, peer reviewing, and submission of final copy to the journal) if the proposal is accepted
• short biographies of all authors and guest editors
• any special timing, associated events, funding support, partnerships, or other links or relationships that could influence the issue
• any other information that you feel is relevant

A special issue normally contains around five full-length articles, in addition to an editorial written by the guest editors (occasionally the SLS editors might want to include their own editors’ note).

Please submit your proposal to [email protected] .

Disclosure and conflicts of interest

Conflict of interest exists when an author (or the author’s institution), reviewer, or editor has financial or personal relationships that inappropriately influence (bias) their actions.

The special issue may publish submissions from the guest editors but the number should normally not exceed one by each guest editor (except where specifically approved by the SLS editors). The guest editor cannot be involved in decisions about papers that they have written themselves. Peer review of any such submission should be handled independently of the relevant guest editor/coeditor and their research teams.

The peer review process

Confidentiality

The guest editor should protect the confidentiality of all material submitted to the journal and all communications with reviewers. The guest editor must not disclose reviewers’ identities.

Selection of papers and the decision process

You are responsible, along with any other guest editor(s), for making sure that the review process is conducted in an appropriate manner and in line with normal review practices for the journal. You may consult with the SLS editors about the procedure to be followed.

You will make the decision on all manuscripts based on peer review and your own expertise (as well as that of any co-guest editors).

Selection of reviewers

As guest editor, you should select reviewers who have expertise in the field. You also must ask for and review all disclosures of potential conflicts of interest made by reviewers in order to determine whether there is any potential for bias.

Publication process

Once all the peer reviews are finished and you are satisfied with the final accepted articles, they should be submitted with all of their art, tables, videos, contact email addresses, and any other supplementary material to [email protected] . She will review the articles to make sure they are complete and then they will be sent out for copy editing.

Once the copy editor has finished, the articles will be returned to their respective authors for their review. Typically, there is a one- to two-week turnaround. Once the authors are finished, the manuscripts are returned to GUP for clean-up. If time is available, the clean version of the articles is re-sent to the authors for a final check before being sent to typesetting.

After the issue is typeset, proofs of each article are sent to their respective authors and a proof of the entire issue is sent to the guest editor(s). At this point in the process, we are checking for typos and any serious factual errors. Changes such as rewriting paragraphs or moving figures and tables around are not acceptable at this stage (anything that affects the pagination is very costly to change and the authors may be charged for these changes).

The article authors have the prime responsibility for proofreading their typeset articles but you may also review them and submit corrections. Once all the proofs have been returned, the GU Press managing editor will combine all of the changes onto a single marked-up proof and will return that to the typesetter. GU Press will then check all subsequent proofs to make sure the changes have been made correctly.

Final “print-ready” files are then sent to the printer, ERIC (Education Resources Information Center at the U.S. Department of Education), and to electronic library platforms such as Project MUSE and JSTOR. Once the issue is printed, hard copies of the issue will be sent to each of the guest editors and article authors.

SLS (ISSN #0302-1475) is published four times a year: fall, winter, spring, and summer.

Click here for subscription information.

Purchase Digital Content

Click here for information about purchasing digital copies of articles or issues.

The Editors

Erin Wilkinson and Pilar Piñar Editors

SLS Editorial Board

Robert Adam University College London

Glenn Anderson University of Arkansas

Dirksen Bauman Gallaudet University

Karen Emmorey San Diego State University

Jordan Fenlon Independent Researcher

Maribel Gárate Gallaudet University

Brian Greenwald Gallaudet University

Joseph Hill National Technical Institute for the Deaf at Rochester Institute of Technology

Julie A. Hochgesang Gallaudet University

Lynn Hou University of California, Santa Barbara

Tom Humphries University of California, San Diego

Terry Janzen University of Manitoba

Arlene B. Kelly Gallaudet University

Christopher Krentz University of Virginia

Gaurav Mathur Gallaudet University

Kazumi Matsuoka Keio University

Carolyn McCaskill Gallaudet University

Johanna Mesch Stockholm University

Rezenet Moges-Riedel California State University Long Beach

Soya Mori Institute of Developing Economies

Erin Moriarty Gallaudet University

Ronice Müller de Quadros Universidade Federal de Santa Catarina

Elena Radutzky Mason Perkins Deafness Fund

Timothy Reagan University of Maine

Octavian Robinson Gallaudet University

Kristin Snoddon Toronto Metropolitan University

Rose Stamp University of Haifa

Gladys Tang Chinese University of Hong Kong

John Vickrey Van Cleve Gallaudet University

Sherman Wilcox University of New Mexico

Betsy (Elizabeth) Winston Teaching Interpreting and Mentors Center

Customer Service

Click here for customer service information.

Earning an American Sign Language (ASL) Degree

Erika Riley

Contributing Writer

Learn about our editorial process .

Updated September 20, 2023

AccreditedSchoolsOnline.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

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ASL Schools and Programs

Learners can expand their communication skills by studying American Sign Language (ASL). Earning a degree in American Sign Language can help them communicate deeper than just the spoken word. Many kinds of sign language exist, but American Sign Language is the primary signed language in North America.

So, what is ASL? American Sign Language is the natural language of over 500,000 deaf people in the United States and Canada. These people learned ASL as their first language.

Many people use ASL, including hearing people. However, ASL is not simply English signed manually. It's a language in and of itself. ASL's syntax and grammar differ from written and spoken English.

Learners interested in studying American Sign Language can take college courses online or in person. Students can earn a degree or certificate in language or interpretation.

Read on for information about learning American Sign Language, including degree and career options.

Frequently Asked Questions About Studying ASL in College

Does asl fulfill college language requirements.

Learning American Sign Language fulfills the foreign language requirement at many schools. However, students should confirm with their advisor.

Is sign language a college major?

Many colleges offer an ASL major. Some schools offer different tracks in interpretation and deaf culture.

Can you take ASL classes online?

Several colleges and universities offer ASL classes online. Distance learners receive the same education as their on-campus peers.

Is there a high demand for ASL interpreters?

Yes. The Bureau of Labor Statistics (BLS) projects jobs for interpreters and translators to grow 24% from 2020-2030.

Featured Online Programs

Find a program that meets your affordability, flexibility, and education needs through an accredited, online school.

American Sign Language Degrees

Learners can pursue a degree in American Sign Language at the associate, bachelor's, and master's levels. Some ASL colleges offer concentrations. Common options include interpretation and deaf culture. Interpretation concentrations focus on translating and interpreting ASL. Deaf culture concentrations focus on deaf cultural history.

ASL - English Interpreting

Students can pursue an associate degree in American Sign Language with a focus on English interpreting. This program prepares students to use ASL. Classes include introductory ASL courses. Enrollees learn how to translate and interpret the language.

An associate degree does not meet the requirement to become a certified interpreter in every state. Many students pursue the degree for personal reasons. They may want to communicate better with deaf friends or family members. Learners can complete associate programs in two years.

Students with a bachelor's degree in American Sign Language and English interpretation can work as interpreters and translators. Bachelor's programs include advanced ASL courses that help students become fluent. Coursework covers interpretation ethics and etiquette. Learners can complete a bachelor's degree in four years. Some programs require an internship or other hands-on experience.

Students who earn a master's degree in American Sign Language learn how to teach ASL. Many programs require applicants to be fluent in ASL. Master's degree-holders can work as teachers, interpreters, or translators. Enrollees can earn a master's in two years. Students often complete an in-classroom teaching experience.

ASL - Deaf Culture

This program trains enrollees for careers working with the deaf community. However, students may not become fluent in ASL. Coursework covers deaf history and deaf culture. Learners explore the many unique features of the deaf community.

A bachelor's program may meet some states' requirements for interpreters and translators. Students develop skills they can apply to a variety of jobs working with the deaf community. Learners take classes in ASL, deaf history, and deaf culture. Some programs require an internship.

Master's programs cover the theory and culture of the deaf community. Learners also study philosophy and literature. Coursework covers deaf advocacy and public policy. Programs prepare students for careers in public health, social change, and politics. Applicants usually need ASL experience.

American Sign Language Certificates

ASL certification programs allow students to learn and practice the language without getting a degree. Many community colleges offer ASL certificates. Classes often occur online. Earning an ASL certificate can give students the skills to communicate with friends and colleagues. Professionals who use ASL at work may consider earning an ASL certificate.

Certificate programs often include a handful of courses that students complete at their own pace. Some programs include an immersive experience.

What Can You Do With an ASL Degree?

Graduates with an ASL degree can pursue diverse careers. Some degree-holders work as interpreters or translators. These professionals work in schools, hospitals, and private businesses.

Graduates can also work as educators. They may teach the deaf community or teach ASL. Some graduates work as speech-language pathologists. See below for some possible careers for ASL degree-holders.

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Interpreter and Translators

These professionals help people who speak or sign different languages understand each other. Many work in private settings. Some work in schools or government agencies. Employers may prefer interpreters and translators with a bachelor's degree.

Speech-Language Pathologists

Speech pathologists help diagnose and treat communicative disorders. They work with children and adults. These professionals often communicate in ASL since many of their clients are nonverbal. Speech pathologists usually need a master's degree. They may work in schools or at private practices.

Deaf Educators

These teachers work with the deaf population. They may work in schools with both deaf and hearing students. These educators need a bachelor's or master's degree in teaching. They also need ASL certification.

Postsecondary Foreign Language Teachers

These teachers instruct college-level ASL classes. Some schools only hire professors with a master's degree. Others only hire candidates with a Ph.D. Applicants benefit from having credentials in the language they teach.

Source: Bureau of Labor Statistics

The Benefits of Studying ASL

Students reap many benefits from studying American Sign Language. They do not necessarily need to pursue a career in interpretation or with the deaf community. See below for benefits of learning ASL.

Gain Valuable Skills

Growing career field, language spoken by many, new form of expression, which colleges offer asl degrees and certificates.

Many schools offer ASL degrees and certificates. See below for some options:

Certificate Programs

• Antelope Valley College
• Berkeley City College
• Boise State University
• Coconino Community College
• College of DuPage
• Crafton Hills College
• Cuyamaca College
• Gallaudet University
• Grossmont College
• Indiana University-Purdue University Indianapolis
• Los Angeles City College
• Minnesota State Community and Technical College
• Montgomery College
• Mountwest Community and Technical College
• North Hennepih Community College
• Ohlone College
• Palo Verde College
• Phoenix College
• Pine Technical and Community College
• Portland Community College
• Saint Louis Community College
• Saint Paul College
• Santa Fe Community College
• Santiago Community College
• Tulsa Community College
• Union County College
• Wayne County Community College District
• Western Nevada College

Associate Programs

• American River College
• Bakersfield College
• Bristol Community College
• Chaffey College

Bachelor's Programs

• St. Catherine University
• University of Houston
• University of Rochester
• Utah Valley University
• William Woods University
• Framinham State University
• Idaho State University
• Kent State University at Kent
• Keuka College
• Lamar University
• Liberty University
• Madonna University

American Sign Language Scholarships

ASL majors can explore scholarships to help pay for their degree. See below for scholarships open to learners studying American Sign Language, deaf studies, or deaf education. Deadlines and award amounts vary. Students should check scholarships' websites for current information.

ASL Resources

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Whether you’re looking to earn your online degree or you’re a parent looking for answers, you can find all of your questions covered here. Explore these resources to help you make informed decisions and prepare for whatever is thrown your way.

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​​​​​​​The History of American Sign Language Essay Sample

The History of American Sign Language Essay Sample 

In the American Sign Language community, the deaf and hard of hearing people always have had a hard time communicating with hearing people.  People who have hearing disabilities have been treated differently than hearing people ever since the 1800’s.  It wasn’t until the 1850’s when people with hearing disabilities had their own residential school.  Since then, America has gradually increased to be more helpful and overall more considerate to people who have disabilities.  Interpreting as a career is very difficult since many people often confuse translating with interpreting making it difficult to communicate; interpreters must go through long testing procedures to get their certificates with the NIC, if interpreters want to work in schools they must go through another round of testing to get the EIPA certificate as well.

Often people confuse translating and interpreting as the same concept when they are both different styles of communicating.  Interpreting is paraphrasing or changing the structure depending what the speaker says.  In contrast, according to The Sign Language Interpreting Studies Readers translating is, “thoughts and words of the speaker are presented verbatim,” (Napier).  In American Sign Language translating isn’t common unless the deaf/hard-of-hearing person is extremely literate who likes to have word for word.  The need for interpreters is extremely high because there are only a handful of interpreters so most deaf/hard-of-hearing people will not have access to an interpreter unless they are participating in a public service such as being involved with court.  Rolling over, most public services already have an American Sign Language interpreter on hand so the deaf/hard-of-hearing person doesn’t have a chance misinterpreting what is being said.  For example, in The Sign Language Interpreting Studies Readers it explains what are some of the best places to have an interpreter, “legal problems in which people become involved require a sensitive and impartial inter-preter to assist in courtroom procedures, witness testimony, and general legal transactions involving real estate, bank notes, wills, insurance, compensation, and domestic relations,” (Napier).  This quote shows all the places where interpreters are very important, with most interpreters in those public services it is hard to get one for personal use.  Next, when having an interpreter for personal use deaf/hard-of-hearing people must talk to the interpreter and agree with they want interpreting for translating, this always will fluctuate depending on what situation the deaf/hard-of-hearing person is in.  In conclusion, interpreting is very hard because different signers like different ways such as translating or interpreting but the interpreters in the public services must interpret since it is the most common communication.

In the late 1960’s and early 70’s the government announced that American Sign Language interpreters were now recognized as professions.  To become an interpreter the interpreter must go through testing and get a certificate, one of the programs was: The Registry of Interpreters for the Deaf (RID).  Every certificate had different credentials to be able to pass that certain program, Registry of Interpreters for the Deaf Inc. says "RID certifications are a highly valued asset and provide an independent verification of an interpreter’s knowledge and abilities allowing them to be nationally recognized for the delivery of interpreting services among diverse users of signed and spoken languages."(Registry of Interpreters for the Deaf Inc.).  Between the 1990’s and early 2000’s the National Association of the Deaf (NAD) had become the main program to get the interpreter certification.  The RID and the NAD were going head to head over who would be the best program.  After a few years of battling, in 2002 they had a formal collaboration system called National Interpreter Certification.  This certification has three levels to it, the normal beginner, the advanced, and the master.  This certification consisted of a written test, interview, and a performance test.  According to Verywell Health their program keeps getting harder, “However, starting in June 2012, hearing candidates for interpreter certification had to have at least a bachelor's degree and as of June 2016, deaf candidates for interpreter certification needed to have at least a bachelor's degree, but requirements may vary by state.” (Berke).  This quote shows that the program doesn’t want anyone to join, they want people who have gone to college and have an education.  This is important because depending where you want to work you may need knowledge of that career and vocabulary.  To summarize, there is now only one program to become a certified interpreter and to be allowed to be in the program the candidate must have a four-year degree.

Interpreters can go into any career they desire, because there is always a need for one all the places deaf/hard-of-hearing people go.  Since there is so much demand for interpreters but there aren't a lot of qualified interpreters most of the interpreters go into the jobs that pay they are most needed for.  National Association of the Deaf gave some of the main careers interpreters go into, “ educational interpreting in K-12 and higher education settings; in the community, such as for doctor’s visits, court appearances, and business meetings; and for the provision of video relay services(VRS) and video remote interpreting (VRI) services.” (National Association of the Deaf).  This quote shows that these interpreters are looking for the jobs and careers that they will be mostly needed for since they are in high demand.  To go off the educational settings there is another program/ certification that the interpreters need to go through to be able to work at the schools.  This is to make sure that they are able to interpret what is being said and the careful instructions that come with it since a lot of teachers go into deep detail.  This certification is called  Educational Interpreter Performance Assessment (EIPA).  To pass the program, the candidate must get a 4.0 on the EIPA test, and according to Classroom interpreting other requirements are, “Registry of Interpreters for the Deaf (RID) certification, NAD-RID certification (NIC) at a certified level, NAD certification of at least a 4.0, Degree or coursework in an educationally-related field, BA degree (preferred), Graduate of an Interpreter Training Program, 24 – 30 credit hours of educational coursework, a formal assessment of content knowledge related to educational interpreting,the ability to perform as a professional member of the educational team.” (Schick).  To explain, this quote shows that it is extremely difficult to become certified to be able to work in the education field.  To summarize, there are many career and job opportunities for interpreters but some careers do need more certifications then others.

In conclusion, interpreters have come a long way of finally being recognized as a professional career and also a career that is in high demand.  To become a certified interpreter it takes a lot of work and dedication to get through all the procedures in the program and pass all the tests with exceptional grades.  Interpreters have lots of careers to choose from but some do need more education, training, experience, and certifications.  Interpreting is different from translating and interpreting is more common but the signers need to communicate to decide what is better in that situation.Translating and interpreting are both very difficult skills, it takes a lot of work to become qualified to help people with hearing disabilities, lots focus and inspiration to want to work to get more certificates to help children in schools.

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Best Linguistics Essay Examples

Everyone here spoke sign language.

450 words | 2 page(s)

The book Everyone here spoke sign language: Hereditary deafness on Martha’s Vineyard by an American anthropologist Nora Ellen Groce is a historical study of a big deaf community on the island of Martha’s Vineyard in the 19th century. The main idea of the book is that deafness as a handicap is the result of the society’s perception of this condition. The community of Martha’s Vineyard had a historically high proportion of deaf people and even deaf families rooted in social and geographic causes. One of the founders of the community who lived back in the 17th century was deaf, so for centuries more and more people were born deaf. Because of high proportion of deaf people, they were not considered impaired or handicapped, but enjoyed a high level of involvement in the life of the community. However, because in the 20th century people started to relocate to the mainland and start families there, the population of deaf people on Martha’s Vineyard decreased and eventually died out.

The book is organized as to provide a logical examination of how deaf people were a part of the community, and how the community functioned. First, Groce focuses on the island’s history, which sets the context for further study. She then explores the origins and genetics of deafness on the island. One of the most interesting chapters is “The Island Adaptation to Deafness”, which tells about the community’s knowledge of the sign language and its everyday use by all members of community, not just in-between deaf people. The author then discusses deafness in the context of the historical perspective. At the end of the book an important conclusion us drawn: “Those people were not handicapped” (Groce, 1985, p.106). The book is supplied by two appendice that provide written and oral sources and perceived causes of the phenomenon of deafness on Vineyard.

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The biggest value of the book its revolutionary look at the issue of deafness not as an anatomical or medical problem, but as the social construct. For modern Americans, this approach will certainly be shocking. It seems no one could imagine learning the sign language to be able to communicate with a deaf neighbor or other members of deaf community. This attitude certainly explains why deaf people function as outcasts in the community and are generally perceived as a group of handicapped people who are very different from the mainstream society. The fact that such society existed helps to develop the vision that such communities are possible and that deaf people may live different lives if all other members of the society change their attitude to deafness.

• Groce, N. E. (1985). Everyone here spoke sign language: Hereditary deafness on Martha’s Vineyard. Harvard University Press.

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The moral case for sign language education

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• Volume 37 , pages 94–110, ( 2019 )

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Here, a moral case is presented as to why sign languages such as Auslan should be made compulsory in general school curricula. Firstly, there are significant benefits that accrue to individuals from learning sign language. Secondly, sign language education is a matter of justice; the normalisation of sign language education and use would particularly benefit marginalised groups, such as those living with a communication disability. Finally, the integration of sign languages into the curricula would enable the flourishing of Deaf culture and go some way to resolving the tensions that have arisen from the promotion of oralist education facilitated by technologies such as cochlear implants. There are important reasons to further pursue policy proposals regarding the prioritisation of sign language in school curricula.

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1 Introduction

Learning another language is a life goal for many. We generally think that doing so is a form of self-improvement. We teach languages in our schools. Many people go out of their way to ensure that their child becomes bi- or multilingual. However, it is important to ask exactly why we choose certain languages above others, and which languages we should teach our children. The answer depends on assessing not just what is good for the individual child, but also what makes society better.

Languages taught in schools in English-speaking countries are often European or Asian languages. In Australia, Japanese, Italian, French, Indonesian, German and Chinese constitute 93% of enrolment numbers (Orton 2016 ). In both the United States (US) and the United Kingdom (UK), Spanish, French and German dominate (American Council on the Teaching of Foreign Languages 2011 ; Long and Bolton 2016 ). One set of languages that receives comparatively little attention are sign languages such as Australian Sign Language (Auslan), British Sign Language (BSL) and American Sign Language (ASL).

In December 2016 the first Australian national curriculum for Auslan was launched, as a result of much lobbying from the deaf (or Deaf) community (Dalzell 2016 ). This means there is a standard text for teaching Auslan that can be implemented around the country. Despite this, Auslan is still only taught in 4% of all Victorian public schools (Hore 2017 ). A recent push has occurred in the UK for BSL to be made available as a GCSE subject, with one child mounting a legal challenge in 2018 (Busby 2018 ). A 2017 petition to the government calling for BSL to be integrated into the national curriculum received over 35,000 signatures (“Make British Sign Language part of the National Curriculum” 2018 ). A 2017 survey by the National Deaf Children’s Society found that 92% of young people (both deaf and hearing) thought BSL should be taught in schools (National Deaf Children’s Society 2017 ). In the US, the provision of ASL in secondary schools is increasing, although it remains a very small minority of foreign language enrolments; teachers generally rely on a number of commercially-prepared curricula (Rosen 2010 ).

Here, we argue that sign languages should be compulsorily integrated into the school curriculum, whether primary, secondary, or both. This would make sign language education accessible to both hearing and deaf or hard-of-hearing students. We will focus on English-speaking countries as examples, particularly Australia (with Auslan) and the UK (with BSL). In these two countries in particular, sign language education has been the matter of recent public debate. We do not propose a specific educational policy, but rather a moral case as to why sign languages should be prioritised in any approach to developing a school curriculum.

Although the strong version of our claim is that sign language should be made compulsory, we accept that there may be some situations and contexts where this may not be appropriate or possible. In these exceptions, we still argue that sign language education should at least be made accessible, prioritised, and/or incentivised.

Teaching a second language has many cognitive and social benefits. Teaching sign language, specifically, has further benefits. Firstly, learning sign language would benefit individual students, as it would improve each student’s overall communication skills and provide additional cognitive advantages that come from being bimodally bilingual. Secondly and critically, widespread knowledge of sign language would benefit numerous groups who are already disadvantaged, such as those with a communication disability, particularly those who are congenitally deaf or hard-of-hearing. These individuals are at risk for social isolation, stigmatisation, loss of independence, poorer literacy and academic outcomes, underemployment, and overrepresentation in the juvenile justice system (Bryan et al. 2010 ; Health Workforce Australia 2014 ; Law et al. 2009 ; Schoon et al. 2010 ; Snow and Powell 2007 ). This makes sign language education a question of justice. Thirdly, teaching sign language in schools will go some way to resolving the tension around new technologies and the erasure of Deaf culture.

We set out our case as follows. In Sect.  2 , we outline the benefits that learning sign language bestows on individuals. In Sect.  3 , we argue that considerations of justice favour prioritising the teaching of sign language over other second languages. In Sect.  4 , we discuss issues regarding identity and deaf culture. We conclude by endorsing the general principle that in a default curriculum, students should learn sign language. At the very least, sign languages should be much more widely taught than they are now, so that they are among the most widely taught languages.

2 Benefits to the individual

Learning a second language has a number of demonstrated benefits to the individual. It can foster analytic thinking (Jiang et al. 2016 ), enhance multitasking (Poarch and Bialystok 2015 ), and improve social cognition and executive control (Bialystok and Craik 2010 ; Carlson and Meltzoff 2008 ; Colzato et al. 2008 ; Cox et al. 2016 ; Hilchey and Klein 2011 ) among a number of other cognitive benefits. These benefits are most evident when the second language is supported with strong bilingual education rather than only speaking the language at home (Lauchlan et al. 2012 ). Numerous studies have indicated that bilingualism serves as protection against cognitive decline in older age, delaying the onset of dementia by 4 to 5 years (Alladi et al. 2013 ; Perani et al. 2017 ; Woumans et al. 2015 ). With this level of protection against age-related disease, language education could even be argued to be a kind of public health measure. Additionally, there is the simple positive aspect of being able to communicate directly with a larger number of people than one otherwise would be able to. This also means the opportunity to engage with other cultures to a deeper level.

Learning a sign language provides additional benefits, as not only does it make a person bilingual, but also bimodal. It provides several cognitive gains: it improves the use of co-gesture in speech (Casey et al. 2012 ), improves the ability to identify facial expressions (Bettger et al. 1997 ), enhances vocabulary development and literacy in young children (Daniels 1994 , 2004 ; Moses et al. 2015 ), and improves spatial cognition such as mental rotation (Emmorey et al. 1993 , 1998 ; Romero Lauro et al. 2014 ; Talbot and Haude 1993 ). Bimodal bilinguals can co-activate both languages during spoken comprehension (Shook and Marian 2012 ) and there is no cost to simultaneous speech and sign (Emmorey et al. 2016 ). Uniquely, sign language allows for simultaneous communication in two modalities; this is not possible with two oral languages.

There are additional social benefits to learning sign language. For example, it allows people to communicate in very noisy environments (such as a crowded bar or factory) or in an unobtrusive fashion where noise may not be allowed or may be distracting (such as the classroom). It facilitates effective communication with members of the deaf community who do not communicate orally, without the need of an interpreter or assistive device (including pen and paper). This can have advantages in both the personal and professional realm (for example, by making a business more accessible to deaf or hard-of-hearing people, thereby potentially increasing profit).

Gestures and visual communication are already an integral part of communication, with co-gestures representing an important visual modality that accompanies verbal output (Perniss et al. 2015 ). Sign language further provides another modality beyond the verbal to express oneself. A large part of communication is non-verbal, and the use of sign language integrates, formalises and expresses this non-verbal communication in an effective way. The strong link between sign language and emotional expression (Elliott and Jacobs 2013 ) may prove to be a positive outlet for some.

Learning sign language will also provide additional benefits to those who may become deaf. Hearing loss is associated with age (Oh et al. 2014 ). Australia’s population is ageing, and the proportion of Australians who are 65 or older is expected to continue to grow, projected to reach a quarter of the population by the end of this century (Australian Institute of Health and Welfare 2018 ). The situation is similar in the UK (Office for National Statistics 2017 ). Therefore, the number of people in these countries who are deaf or hard-of-hearing is likely to increase. Admittedly, technological and medical progress may prevent this, but this is not guaranteed. Loss of hearing due to age has been associated with impacts on quality of life, social relationships, and cognitive function (Fortunato et al. 2016 ). Learning sign language prior to the advent of hearing loss could ameliorate these impacts and make this transition less distressing. Learning another language such as German does not necessarily provide a benefit in the same way. For example, if you failed to learn German before you moved to Germany, you would be in a difficult position. However, apart from taking language lessons, you could also turn to a translator to translate German into your primary language. If you become hard of hearing when you rely on oral communication, you have lost your full capacity to communicate in your primary language. Without knowledge of sign language, a translator will provide no additional benefit to you. You have not just moved to another country where people do not understand you; there is no chance of going home. This is a reason that teaching sign language specifically confers a benefit to the individual over the teaching of other second languages. Over time, as younger generations transition, it would allow effective communication with the elderly as they become hard of hearing, without requiring hearing assistive technology.

In sum, the learning of sign language will benefit individuals by promoting a bimodal form of communication that can facilitate expressive communication. These benefits will be particularly significant for those who are, or will become, deaf. It should be noted, however, that the degree to which individuals (as well as society in general) will benefit depends on the degree to which students successfully acquire sign language in school, and the extent to which they will retain it throughout their lifetime. This is hard to predict prospectively. We will simply note even if people only acquired a small amount of sign language, this could have significant benefits in terms of the social acceptance of deaf culture. Furthermore, learning a little sign language at school would provide a platform on which to learn further sign language when needed (for example, if they become deaf).

The Roman lawyer Cicero gives one of the earliest definitions of justice as “the virtue which assigns to each his due” (Cicero 1933 ). This broad definition still captures the core concerns of justice today. While justice encompasses many elements of ethics and law, it fundamentally represents a concern for giving people what they are ‘due’. Educational resources (such as a teacher’s time, a school’s budget) are limited. This raises the question of how we ought to allocate these resources in a way that assigns each their due.

There are several different theories of distributive justice which give different answers to the question of how we should distribute a limited resource. However, the most widely accepted theories are versions of ‘prioritarianism’ (Parfit 1997 ), which is the view that, other things being equal, benefits matter more, the more worse off their recipients. Footnote 1 One version of prioritarianism is John Rawls’ theory of justice, which includes the difference principle (Rawls 1999 ). It holds that differences between the best-off and the worst-off are only permissible if they raise the absolute standing of the worst off. On this view, we should distribute educational resources so that the worst off in society are as well off as they possibly can be.

Teaching sign language will benefit groups in society who are significantly marginalised. In many contexts, there will be strong reasons of justice to prioritise teaching sign language over other languages, as outlined further here.

Being able to communicate is an essential component of being able to participate fully in society. For this reason, it is more important to teach children a language that will allow them to communicate with those whose capacities for communication and engagement with society are limited by a language barrier. This is not necessarily the case with all second languages currently being taught, such as some European languages of wealthy countries where migrants are likely to be highly educated and already speak English. Therefore, linguistic minorities that are less likely or able to speak English have a greater claim to their language being represented on the educational curriculum than those who can speak English.

With this line of argument, it is also important to establish the deaf or hard-of-hearing not only as a linguistic minority, but also as a marginalised minority who are worse-off in a way that is directly related to language. It is more difficult for people who are deaf to communicate with other members of society and go about their daily lives with the ease of those who are not deaf can do. Although many people do not recognise deafness as a disability in itself (Bauman et al. 2014 ), the social implications of not being able to communicate in the same way as the majority of society are clear (regardless of how we conceptualise these barriers). It is, for example, more difficult to order a coffee or open a bank account if there is nobody who can communicate with you simply and effectively by non-oral means—that is, through languages such as Auslan. These are relatively trivial tasks, but it is also evident in more serious and important moments in life, such as being unable to communicate with medical staff during the birth of your child (Browne 2016 ). There is evidence of discrimination against the deaf in both Australia and the UK. Those who are deaf have poorer employment outcomes (Hill et al. 2017 ; Willoughby 2011 ; Winn 2007 ); as of 2015 in Australia, people with a communication disability such as deafness have a labour participation rate of only 37.5% (Australian Bureau of Statistics 2017a ). Deaf people have increased difficulty with accessing primary healthcare services (Kuenburg et al. 2016 ), and in the UK, deaf mental healthcare service users stay in hospital twice as long as hearing patients (Baines et al. 2010 ). Deaf people have increased barriers accessing the criminal justice system in the UK (Elder and Schwartz 2018 ) and are not able to serve as jurors in Australia (Napier and McEwin 2015 ). Parents of deaf children have had to resort to the courts to ensure that their children receive education that is accessible to them (Busby 2018 ; Komesaroff 2004 ). Although some of these problems are systemic and institutional, if the number of people who were able to communicate in sign languages were to increase, even if that level of communication is not particularly strong or skilled, this will go some way to ameliorating the difficulties deaf people face as they go about their daily life. It will also normalise the use of sign languages in various contexts and could provide a societal background where discrimination against the deaf is less accepted.

Deafness, as noted above, also intersects with other marginalised groups such as the elderly. Forms of sign language can also be useful for students with intellectual and developmental disabilities, such as autism spectrum disorder, Down syndrome (Toth 2009 ), or the plethora of genetic syndromes identified in this genomic era. Emphasising alternate modalities of language may help in making these communication methods more accessible and/or normalised. Modified forms of sign language, such as Key Word Sign or Makaton, have proved highly valuable for people with intellectual disabilities (Beecher and Childre 2012 ; Meuris et al. 2015 ; van der Meer et al. 2012 ). Teaching sign language may benefit individuals with, for example, autism, either directly or indirectly by making communication with their friends, family members and support staff easier. Varieties of sign languages can form a part of or a more natural alternative to augmented communication devices, and increased knowledge may be helpful for those who require access to alternative or augmented communication. However, it is important to recognise here that in this context we are not referring specifically to sign languages such as Auslan or BSL. Auslan and BSL are not in any way ‘easier’ or less complex than spoken languages. Rather, we argue that the broader implementation, integration and normalisation of bimodality may foster a more conducive environment for those with other forms of communication disabilities. Having some knowledge of sign language may make it more accessible for people to use other forms of signed language to facilitate communication.

There is an additional key difference that makes it more just to learn a sign language than the languages of other marginalised linguistic minorities. Simply put, it is possible for someone who speaks French to learn how to speak English. Although there may be barriers for many people to learn another language (including, for example, access to educational resources and/or time to learn), and this should certainly be taken into consideration, second language learning is still generally possible. It is very difficult or impossible for someone who is profoundly deaf to communicate verbally in English or comprehend spoken English, particularly if they have not learnt to do so at a young age or prior to hearing loss. Communication in writing is not sufficient compensation. The language barrier is one of function and cannot be overcome by the deaf party learning another language. Thus, it is the onus of those who speak English to learn the most effective language with which to communicate—that is, sign language.

The benefits to deaf people do not just extend to being able to access more goods and services directly. Even with widespread integration of sign language into a curriculum, there will remain many hearing people who require an interpreter when communicating with deaf people. Deaf people have a right to communicate through an interpreter, particularly when it comes to vital services such as medical care. There are a limited number of sign language interpreters, and more are needed. In Australia, with the recent introduction of the National Disability Insurance Scheme (NDIS), the demand has increased and it is a matter of justice for this demand to be met (Campbell 2018 ). Three out of five children under 12 living with a communication disability, including deafness, have unmet needs for formal communication assistance (Australian Bureau of Statistics 2017a ). Similarly, a 2017 government review found that there is a significant shortage of interpreters in the UK, with only 908 registered sign language interpreters in the entire UK (Department of Work & Pensions 2017 ). Integrating sign language into school curriculums will increase the exposure of young people to sign language, and may influence the number of those who choose to become interpreters. There is also the risk that speech pathology services may deteriorate in quality due to the increase in demand caused by the NDIS (Health Workforce Australia 2014 ), and so the ability to use a non-oral language to communicate may become even more important.

It is important that the training and work of skilled and certified sign language interpreters would remain essential, even if there were more widespread knowledge of sign language. Some knowledge of a language would not be sufficient to provide translation services in an ad-hoc fashion in the context of medical care, education, or public events. A skilled interpreter would absolutely be required in many situations. There is the risk that some may overestimate their ability to communicate in sign language and thus counterproductively impair effective communication. However, in small daily tasks where an interpreter is unlikely to be resourced, some knowledge of a language—such as numbers, and common words—would facilitate effective communication.

A greater emphasis on learning sign language at schools can also serve to rectify historical injustices. The Milan conference of 1880 solidified the teaching of the oralist tradition and greatly discouraged the use of sign languages in deaf education (Moores 2010 ). This has had profound impacts on deaf pedagogy and the growth and development of sign languages. For a long time, sign languages were not seen as legitimate languages. Although the teaching of sign language in schools cannot rectify the harms already done to those who were unable to fully master, learn, or communicate in the most appropriate language for their needs, it can go some way to legitimising sign language as a valuable form of communication that should be encouraged.

Another justice-based reason to prioritise teaching sign language over other languages is that it would enable countries such as Australia and the UK to fulfil their obligations under The United Nations Convention on the Rights of Persons with Disabilities (CRPD), which was ratified in 2009 by both Australia and the UK (Australian Law Reform Commission n.d.; Fraser Butlin 2011 ). By ratifying the CRPD, these governments imposed on themselves several obligations in relation to sign language including:

Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; Taking appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education.

Given the lack of easy access to sign language education, there is an imperative on these governments to undertake more drastic means to increase the uptake of Auslan or BSL. Making sign languages compulsory in schools would be the most effective way to discharge their obligations in relation to the CRPD.

Amongst all this, there is the question as to whether the teaching of sign language will come at a cost to the individual. If it does, then this must be weighed against the benefits to others who are currently worse off or marginalised (i.e., the deaf). This cost to the individual student may be the provision of sign language education at the expense of another language that it is more in the student’s interests to learn, and that it may reduce the frequency of other forms of bilingualism on a population level. If this cost is significant (i.e. it affects many students), then this is reason to reconsider our contention. However, we do not believe that a policy of compulsory sign language education will make a large number of students or society worse off, at least in Australia and the United Kingdom.

Firstly, as of the 2016 Census, 21% of Australians speak a language other than English at home (Australian Bureau of Statistics 2017b ). However, less than 10% of students learn language to a Year 12 level (and this includes those who are already native language speakers) (Mayfield 2017 ). This suggests that most of those who speak a second language do not learn it at school. In addition, schools frequently offer multiple languages, so that students can continue to pursue learning several languages. We accept that in the event that a school only has the resources to teach one language, there may be considerations for an exception to making sign language education available if there is another language with a greater claim to be prioritised in a particular context. Depending on regional context, there may be a case for another language to be prioritised along with, or instead of, sign language. For example, if there is an area in an English-speaking country with a high number of unilingual Spanish speakers, and resources or individual capacity are not available to facilitate learning English (including resources such as a person’s time or capacity), then Spanish has a strong case to be prioritised alongside (or instead of) sign language. Additionally, there might be reasons to promote the teaching of Indigenous languages over sign language in certain areas, to promote the continued survival of particular cultures.

These reasons stem from the same considerations of justice we have outlined earlier. However, we do not believe that exceptions such as these need to be widespread. This is because when we are addressing prioritisation of sign language education, the cost should be considered within the context of the whole curriculum rather than only the languages curriculum. We do not believe that generally, making sign language a necessary part of the curriculum need be an either/or proposition; there will be ways to implement sign language education without seriously impacting the provision of other second languages. For example, for schools with extremely limited resources or very low enrolments, an external sign language educational course could be established within the overall public school system, and students could be incentivised to attend.

Secondly, sign language is unique in a certain respect; most deaf children are born to hearing parents (Mitchell and Karchmer 2004 ), and so parents will often learn sign language (if they do at all) alongside the child whose native language it is likely to be. Children who are deaf do not have the opportunity to learn a language at home in the same way as many second language speakers. Therefore, the school is a key nexus for the spread of languages such as Auslan or BSL. There is much to suggest that language education in general is in serious need of investment,but there is also a strong argument that any attempts to overhaul or prioritise language education curriculums should focus on sign language(s). Even basic communication skills in sign language, rather than fluency, may have an important impact on society.

4 Identity, Deaf culture, and language

There is significant tension between those who view deafness as something to be ‘fixed’, and those who view it as the basis for a rich cultural tradition (capital-D ‘Deaf’). This tension is exemplified in the debate around cochlear implants. Cochlear implants enable children with hearing loss to hear, with varying degrees of efficacy. It is generally encouraged to have cochlear implants implanted in children while they are very young, due to the sensitive period and neural plasticity that impacts their acquisition of oral communication (Tomblin et al. 2005 ). Implanting very young children with cochlear implants is done so that they grow up accustomed to the sensory input provided and more adequately adjust to oral communication methods.

However, some members of the Deaf community do not view cochlear implants as a positive development for deaf children. Rather, they view the advent of cochlear implants as facilitating a form of cultural erasure or ethnocide (Sparrow 2010 ). Deaf children undergoing cochlear implant surgery are thereafter generally raised in the ‘oralist’ tradition, where a strong emphasis is made on acquiring and practicing the skill of oral communication. This is at odds with a tradition more in line with the cultural model, which places an emphasis on sign language as a means of communication. Parents of children with cochlear implants have been discouraged by practitioners from signing with their children, with sign language viewed as a kind of ‘crutch’ that discourages effective oral communication (Humphries et al. 2017 ). Deaf children raised in an oralist tradition, with its strong emphasis on oral communication, are thus likely to learn sign language later in life, if they do at all. This may impact on their communication skills, their sense of identity, and their capacity to sign. Most deaf children are born to hearing parents (Mitchell and Karchmer 2004 ), and it is likely that hearing parents in general would wish their child to share their mode of communication—that is, oral language. This means that they may prioritise an oralist approach to what may be the detriment for the child.

Outcomes from cochlear implants vary greatly depending on the degree and nature of hearing loss (Cosetti and Waltzman 2012 ; Fontenot et al. 2018 ) and timing of implant (Dettman et al. 2016 ), and many children with cochlear implants do not attain the same level of spoken language outcomes as their non-deaf peers (Geers et al. 2009 ). Therefore, it would seem to remain beneficial on an individual level for children with cochlear implants to learn sign language. There is also, again, the level of group benefit. If there are fewer deaf people or people who view themselves as Deaf, the concern is that Deaf culture will lose many (potential) members. This sort of decrease in numbers of a cultural group is, naturally, generally seen as a negative by members of that culture who value its continued existence. Therefore, it would similarly be beneficial to a specific group of people (the culturally Deaf) that sign language be normalised and more widely taught and accessible, particularly to those who may otherwise have been discouraged from using it (deaf or hard-of-hearing people raised in an oralist tradition).

Much could be written on this source of disagreement between medical and cultural or social models of disability. However, this will not be explored at length here. It is sufficient to recognise that the Deaf community has a strong claim that their culture and practices are threatened by an emphasis on oral communication that is facilitated by the increased use of cochlear implants. However, there is concurrently a strong claim that children who are born deaf have the right to have access to the faculty of hearing if it is possible for them to do so (Byrd et al. 2011 ). It has been stated that cochlear implants provide the child with more of an ‘open future’ (Nunes 2001 ). Although the choice has been made by the parents to provide the deaf child with a degree of hearing, the child can later exercise that choice to reject the implant and the hearing abilities it provides. However, the reverse is not as true, as the older a child is when they receive a cochlear implant the less likely they are to effectively acquire oral communication (Boons et al. 2012 ). Therefore, providing young children with a cochlear implant may provide them with an increased range of options when making their life plans, if it is effective. Many culturally Deaf parents are now choosing cochlear implants for their children and raising them in a bimodal bilingual tradition (Mitchiner 2015 ).

It is important here not to assume that a deaf child would automatically be in favour of the use of a cochlear implant. Although teenagers with cochlear implants may generally view them positively (Wheeler et al. 2007 ), there are a number of cases where a cochlear implant may be rejected. This can be because the hearing facilitated by the cochlear implant is so poor as to be more of a hindrance than a help, dislike or pain associated with the sensation of hearing provided by the implant, difficulties with the extensive speech therapy generally required after cochlear implant surgery, or a rejection of the oralist tradition emblematised by the cochlear implant and concomitantly, an embracement of the Deaf identity (Watson and Gregory 2005 ). There are good reasons for the latter; involvement with the Deaf community has a positive impact on the mental health of deaf people (Fellinger et al. 2012 ). These may be valid and sensible reasons for an autonomous agent to reject the use of the cochlear implant in favour of their natural state of deafness.

However, while the decision to choose even a modicum of hearing over complete deafness is seen as the ‘obvious’ choice by hearing members of society, the converse choice to embrace deafness or Deafness is less understood and not necessarily seen as a reasonable choice to be supported. It is difficult to see how this choice between ‘hearing’ and ‘Deafness’ can be made in an autonomous fashion if the alternative option to oral culture—Deafness—is not sufficiently supported or validated by society. If a deaf person has not learnt sign language, how can it reasonably be said that they can make an autonomous and informed choice to embrace a Deaf identity with the ease that would have been provided to them if they had been raised in a manualist tradition? The debate may continue regarding the education of deaf children in their early years (a harm reduction approach would advocate for not depriving young deaf children of sign language regardless of cochlear implant status (Humphries et al. 2012 )), but at least if all children learn sign language in school, this will allow children full access to both worlds and facilitate fully autonomous choice later in life. All children who have difficulties with hearing will be able to make an informed and autonomous choice about whether they identify as deaf, or Deaf, even if they have been raised with a focus on oralism, because access to a key part of Deaf culture—the language—will be normalised and made accessible to them by default. Importantly, it will also encourage a wider intercultural understanding, and this will reduce some of the difficulties associated with embracing Deafness, decreasing some of the pressures that may compel someone to make the alternative choice when they would prefer not to.

In addition to the direct benefits to the deaf child and family gained through significantly increased availability of sign language, there will also be broader cultural benefits to the Deaf community. If the number of people who have familiarity with sign language greatly increases, there will be advantages beyond the direct facilitation of communication. Even if students at school only learn rudimentary levels of sign language, the availability of and increased familiarity with sign language may have a positive impact on the wellbeing of the members of the Deaf community. This would be because increased availability of sign language could make Deaf people feel more included and welcomed in society. It would also facilitate societal familiarity with Deaf culture and validate deaf needs amongst hearing peers. If children lack familiarity with deafness and the needs of deaf people, they are more likely to view deafness negatively and be less likely to accept deaf peers (Batten et al. 2013 ). Therefore, even if sign language education does not produce widespread fluency, increased familiarity with elements of Deaf culture, such as sign language, are likely to have a positive impact on the Deaf community.

5 Conclusion

There are a number of reasons why there is a strong moral claim for sign language to be compulsory, or at least highly prioritised, in the school curriculum. It would benefit individuals, and it would also benefit groups. The benefit to the deaf and/or culturally Deaf is a matter of justice, as the cost to the individual and other groups would be slight. Indeed, learning a sign language may provide hearing children with unique benefits. People living with a communication disability are also significantly marginalised, economically disadvantaged and have unmet needs for assistance; widespread knowledge of sign languages would ameliorate some of these associated negative impacts. It would also enable deaf or hard-of-hearing people to make an autonomous choice between hearing culture and Deaf culture, or embrace both.

As noted previously, this argument presents a moral perspective rather than a specific policy proposal. Here, we have outlined the ethical reasons why such policy proposals should be pursued and prioritised. In order to translate this into more concrete plans of action, extensive consultation would be required with the Deaf community, as well as service providers, teachers, and other education professionals.

It is a responsibility of society to create an environment that is most conducive to the welfare of everyone, including deaf people. Part of this process would be ensuring that as many people as possible can communicate in the most appropriate languages for the needs of this community, which are sign languages. The most effective way to ensure that as many people as possible would communicate in a sign language would be to integrate sign languages into the school curriculum.

Two other view of distributive justice are egalitarianism—which aims for a distribution in which all are equal; and utilitarianism, in which resources should be distributed to provide the greatest benefits to the greatest number. Both are subject to serious objections as theories of justice. For example see Crisp, Roger. 2003. ‘Equality, Priority, and Compassion’ Ethics vol. 113, Issue 4: 745–763 and Dworkin, Ronald, 2000,  Sovereign Virtue: the theory and practice of equality , Cambridge, MA: Harvard University Press.

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Acknowledgements

Research conducted at the Murdoch Children’s Research Institute was supported by the Victorian Government’s Operational Infrastructure Support Program. This work was also supported by the Wellcome Trust [203132]. This research was supported by the Research Training Program (RTP).

Funding was provided by Wellcome Trust (Grant No. 203132), State Government of Victoria, Operational Infrastructure Support Program, Department of Education and Training and Australian Government Research Training Program Scholarship.

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Angela Morgan

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Bowman-Smart, H., Gyngell, C., Morgan, A. et al. The moral case for sign language education. Monash Bioeth. Rev. 37 , 94–110 (2019). https://doi.org/10.1007/s40592-019-00101-0

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Communication between different members of the society is the primary concept that promotes proper behavior and understanding among people. Notably, the topic of conversation should be culturally inclusive to prevent discriminations and individual stigmatization. Additionally, conversation topics should also provide respect to the physically challenged especially persons that rely on sign languages in relaying information. Conversations between strangers should be basic, and personal factors such as political affiliations and family matters are avoided to reduce discomfort.

Frequent reading of instructions for a proper understanding should be conducted in failure to comprehend something important. Additionally, it is advisable to request for clarity of instructions from the provider to avoid miscommunication and performing irrelevant procedures. Request for assistance from friends that understand a particular set of directives is also critical to enable an appropriate communication with the physically challenged persons such as the deaf. Attentiveness is essential when communicating with the deaf since is eases the possibility of lip-reading thus understanding the signs.

The lack of knowledge of sign language inhibits efficient communication with the deaf in the society and this result in poor performance in crucial events. The communication barrier leads to the passing of inappropriate information that leads to conflicts between the various consortiums. Therefore, frequent communication with the deaf community requires one to undertake lessons on sign languages in the prospect of reducing negative happenings and respecting individual differences in culture.

The experiences at deaf events have encouraged me to create awareness among the community members on the importance of acceptance regardless of the social defects. Moreover, the signing language requires eye contact and looking away portrays rudeness to individuals. The experiences at the deaf events illustrate the liveliness in the deaf culture and the need for equality that depicts the capabilities of the deaf in building a nation.

Learning of sign languages, keeping of eye contact, and attentiveness during communication are the principle concepts that should be learned to communicate effectively with the deaf majority. Furthermore, communication to second persons requires attention, politeness, and ability to keep promises as learning factors for fruitful interactions.

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Sign Language Essay Examples

Have no time? Stuck with ideas? We have collected a lot of interesting and useful Sign Language essay topics for you in one place to help you quickly and accurately complete your college assignment! Check out our essay examples on Sign Language and you will surely find something to your liking!

I started my day waking up as usual and placed my earplugs In right away. I thought that was radar because I was so used to talking to my boyfriend on the phone right away, and that day I couldn’t speak one word. I thought It was also hard to communicate with my family since […]

One of the barriers which I identified was a hearing impairment. I said that one of the ways to overcome this barrier was with the use of a hearing aid. A hearing aid is for somebody who has a hearing impairment and the aim of it is to help them hear sounds and voices more […]

Explain why effective communication is important in developing positive relationships with children, young people and adults.  It is important to adapt communication to include all children. In my class the children are always greeted with a smile, good morning and how are you today. Some of the children have news to tell you. I get […]

The importance of meeting a service user’s communication needs is very important. In my job role I need to communicate with people all the time. First and foremost the service user I am supporting, but there are also their family and friends, who are likely to be involved in the personal support plan. The way […]

Lara’s childhood was characterized by numerous difficult circumstances. With her parents being hearing-impaired, Lara, who had the ability to hear, had to act as their interpreter. As she matured, Lara cultivated a deep passion for music and displayed remarkable proficiency in playing the clarinet. However, her parents’ incapacity to understand her extraordinary musical talent because […]

CHAPTER I INTRODUCTION A. Context The challenge that EFL learners encounter when trying to grasp the language they’re studying arises due to their course materials being in English, a language that is not their mother tongue. Numerous EFL students employ strategies to surmount this barrier, frequently utilizing translation tools to aid in understanding the content. […]

1. Introduction 1.1 Origin of the Report Communication is important for every living objective. It is impossible to live without communicating with others. Sign language is a major form of communication which means communicating through different signs and symbols. Sign language is a medium of communication which helps to express the best when verbal communication […]

Verbal communication is defined as spoken communication, including the use of words and intonation to convey meaning. On the other hand, non-verbal communication is “silent” communication, including the use of gestures, postures, position, eye contact, facial expressions, and conversational distance. The issue of non-verbal communication is related to the teaching of Indonesian to speakers of […]

Factors influencing cross-cultural negotiations Many factors influence cross-cultural negations and should be considered before entering into negotiations with another culture. Negotiators who understand certain aspects of cross-culture negotiations have the advantage over the negotiator who is not well prepared to negotiate with their foreign counterpart.According to Salacuse, 1991, negotiators should consider the following seven factors […]

In the Performance Studies course, we have explored the procedures of improvisation and rehearsal resulting in three individual performances in Dance, Drama and Music, as well as a final piece that incorporates all three disciplines. In this essay, I will evaluate these procedures and similarities across each discipline. The development of each piece began with […]

Cos outsourcing cross-culture grooming for staff For HR managers in the knowledge driven technology sector, managing a young workforce and training them on cross culture issues, has emerged as a strategic differentiator. Increasingly, for Indian companies, which are serving a diverse set of enterprises, spread across different geographies, grooming their staff on some simple and, […]

In face-to-face communication, meaning is conveyed not only through words but also through tone of voice and body language (facial expressions, hand gestures, etc. ). As a result, listeners pay more attention to our tone and body language than to our word choices in order to derive additional clues to our meaning. Challenges of Online […]

NTRODUCTION Humans communicate all the time, and most of the time we do it as a matter of course, without thinking about it. We can define it in the following way: “Communication is one of the basic functions of management in any organization and its importance can hardly be overemphasized. It is a process of […]

INTRODUCTION Sajjid started the speech in a very interesting way. He used an anecdote to start off the speech; this method was effective because it grasped the attention of the audience.Many of the audience members could relate to Sajjids personal experience which he related at the beginning, he told the story of what it was […]

Hollywood is a very powerful modern day institution, where a star’s image can characterize, shape and circulate societal myths and ideologies. The construction of a star’s image as a commodity of their societal myths and ideologies has the extraordinary power to exert messages so that even the smallest details become significant yet not overtly obvious. […]

It is language that is the only tool that man can draw on to communicate with each other. Every country has its own national language. However, there is a universal language that even people who are deaf and/or speech-impaired can use. It is body language. Yet most people are still ignorant of the existence of […]

When it comes to positive non-verbal communication, there are various ways to effectively communicate. Touch, such as playing with hair or holding hands, along with hugging and maintaining eye contact during interviews can all convey positivity. It’s important to keep eye contact brief, lasting no more than four to five seconds. Smiling is also an […]

“We speak with our vocal organs, but we converse with the whole body” as said by Abercrombie (1988), suggesting that as well as language, communication between people also include gestures that we call non verbal communication(NVC), which reinforce or complete what we are saying. In different situations, the NVC of a person varies with different […]

“The paradox of Artaud lies in the fact that it is impossible to carry out his proposals. “- (Grotowski) Discuss how this statement us true in light of what you know about his theories. There is no straight forward answer to this question as there are many points to consider. The dictionary states that a […]

There are many different ways to communicate with someone without using speech. Most communication techniques are visual or audio, but there is also touch orientated communication techniques such as Braille, moon and touch language. Visual communication techniques can be things such as hand gestures, makaton, sign language and body language. Communication TypeDescriptionHow would this type […]

Understanding cultures and people’s background with greatly enhance someone marketability and future success with people worldwide. Individuals communicate in many variety of ways based on where individuals where raised, education, and exposure to other cultures. Individuals need to do some research about the country and the country’s culture before traveling in that country or interacting […]

Referring to the intentional or unintentional bodily signals displayed while in the company of others, non-verbal communication (NVC) is another term used. NVC runs parallel to verbal communication and can intentionally or unintentionally influence others. According to Argyle in 1975, our communication involves non-verbal vocalisations, gestures, facial expressions, and gazes, which are closely integrated with […]

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Sign Language: A Powerful and Important Form of Communication Sign language is a form of visual communication that involves the use of hand gestures, facial expressions, and body movements to convey meaning. It is used by millions of people worldwide who are deaf or hard of hearing, and by their families...

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Clemson, SC •

• • Rating 3.92 out of 5   3,644 reviews

Freshman: Clemson is a great university! I know I am being well prepared for grad school and post college life. I was acepted to 11 colleges across the country. I chose Clemson because it was HOME. Challenging classes (pre-med) in a very supportive environment. Professors are readily available to help you succeed and there's free tutoring. Additionally, students encourage each other to succeed (collaborative culture, classmates share notes.) Campus is accepting of all people (I'm liberal west coast) and the students are all friendly. There are also clubs for whatever interests you (no one left behind, you just got to reach out and search) and you don't have to be Greek (still invited to the parties). Sports are on another level here. Football games are a Big Family Event, (a unique experience and lots of fun.) Being a Tiger means you are immediately part of the Clemson Family for life! I actually was hired for a part time job by a parent of a Clemson alumni who I met at school. ... Read 3,644 reviews

• grade  A Overall Niche Grade

Acceptance rate 49%

Net price $23,732

SAT range 1220-1420

#91 Best Colleges in America .

CLEMSON, SC ,

3644 Niche users give it an average review of 3.9 stars.

Featured Review: Freshman says Clemson is a great university! I know I am being well prepared for grad school and post college life. I was acepted to 11 colleges across the country. I chose Clemson because it was HOME. Challenging classes (pre-med) in a very supportive environment. Professors are readily available to help you succeed and there's free tutoring. Additionally, students encourage each other to succeed... .

Read 3644 reviews.

Overall Niche Grade : A ,

Acceptance Rate : 49% ,

Net Price : $23,732 ,

SAT Range : 1220-1420 ,

Oklahoma State University

Stillwater, OK •

• • Rating 3.94 out of 5   3,723 reviews

Alum: I had an incredible experience at Oklahoma State. The campus is beautiful and the University is always out making it look top notch with landscaping and keeping it clean. The people you’ll meet are what makes Oklahoma State special. Most everyone is extremely welcoming and friendly. I remember being really homesick in the beginning but Oklahoma State and Stillwater quickly became home to me and the people and the the locals played a big roll in that. As for Stillwater itself, it’s a small, blue collar town that slowly is coming up. The people who live locally in Stillwater are just as if not more friendly than the people you’ll meet on campus. Stillwater has a slower pace of living and is definitely more rural but there is still plenty of fun local restaurants, coffee shops, bars, and other activities to go to or participate in with more coming. Once you learn to appreciate Stillwater for what it has as opposed to what is doesn’t have you’ll love it. Go Pokes! ... Read 3,723 reviews

Acceptance rate 68%

Net price $14,603

SAT range 1050-1250

#97 Best Colleges in America .

STILLWATER, OK ,

3723 Niche users give it an average review of 3.9 stars.

Featured Review: Alum says I had an incredible experience at Oklahoma State. The campus is beautiful and the University is always out making it look top notch with landscaping and keeping it clean. The people you’ll meet are what makes Oklahoma State special. Most everyone is extremely welcoming and friendly. I remember being really homesick in the beginning but Oklahoma State and Stillwater... As for Stillwater itself, it’s a small, blue collar town that slowly is coming up. The people who live locally in Stillwater are just as if not more friendly than the people you’ll meet on campus.... Go Pokes! .

Read 3723 reviews.

Acceptance Rate : 68% ,

Net Price : $14,603 ,

SAT Range : 1050-1250 ,

Mt. San Antonio College

• • Rating 3.96 out of 5   1,970

Maryville College

MARYVILLE, TN

• • Rating 3.85 out of 5   384

Riverside City College

RIVERSIDE, CA

• • Rating 3.75 out of 5   1,377

University of Rochester

Rochester, NY •

• • Rating 3.65 out of 5   1,612 reviews

Junior: U of R is a mid-sized school on the smaller side with a ton of international students and pre-meds. It is an extremely competitive environment and very few social activities or parties. With that said, the classes are high-quality and clubs host a ton of events to keep you engaged. The city itself has some nice restaurants and we even have a college town that's quite convenient. The dining hall food is not too bad and you can use ur meal plan at Starbucks, Peets and even a sushi place. (Plus, a campus grocery store). Some of the STEM classes are extremely challenging and test-based with a lot of weed-out classes, like most schools. If you go to this school do not expect to party a ton and study very little, it's not an easy school but it is semi-worth it and you learn a lot. People say Rochester is unsafe, I do not feel that way and we have public safety everywhere near campus incase something happens. Housing is not world class but its liveable and nice. #nerdhardplayhard ... Read 1,612 reviews

Acceptance rate 41%

Net price $40,125

SAT range 1370-1520

#101 Best Colleges in America .

ROCHESTER, NY ,

1612 Niche users give it an average review of 3.6 stars.

Featured Review: Junior says U of R is a mid-sized school on the smaller side with a ton of international students and pre-meds. It is an extremely competitive environment and very few social activities or parties. With that... .

Read 1612 reviews.

Acceptance Rate : 41% ,

Net Price : $40,125 ,

SAT Range : 1370-1520 ,

University of Connecticut

Storrs, CT •

• • Rating 3.67 out of 5   3,572 reviews

Sophomore: Being an undergrad student at the University of Connecticut has been a great experience thus far. More specifically, UConn has endless resources for their students to feel supported in any way necessary. For example, the Academic Achievement Center can help students struggling with academics, time management, studying techniques, and much more. Another great resource on campus is the Center for Career Development which offers a wide variety of coaching, advising, and help with interviewing, resumes, job search, and more. Besides available resources, there are so many student orgs and cultural centers that undergraduates have the opportunity to get involved in. Overall, UConn has a great sense of community and each person I've worked with and been around has truly made me feel like I belong and that I am welcome on this campus! Aside from this, the campus itself is beautiful, we have a great athletic department if you are interested in attending sporting events! ... Read 3,572 reviews

Acceptance rate 56%

Net price $22,168

SAT range 1230-1430

#136 Best Colleges in America .

STORRS, CT ,

3572 Niche users give it an average review of 3.7 stars.

Featured Review: Sophomore says Being an undergrad student at the University of Connecticut has been a great experience thus far. More specifically, UConn has endless resources for their students to feel supported in any way... .

Read 3572 reviews.

Acceptance Rate : 56% ,

Net Price : $22,168 ,

SAT Range : 1230-1430 ,

University of Cincinnati

Cincinnati, OH •

• • Rating 3.76 out of 5   4,140 reviews

Freshman: Overall, the University of Cincinnati is a wonderful college. It offers good courses, good dining, options, and the public facilities are great! I especially liked how populated and diverse the campus was. However, if I had to give one thing that made my experience less than optimal, it would be this: there never seemed to be enough. Never enough counselors, never enough equipment for everyone in labs, never enough parking, never enough space in the library, etc. University is a busy bustling campus, which I like, but it also means that there are way too many people for the resources provided. ... Read 4,140 reviews

• grade  A minus Overall Niche Grade

Acceptance rate 85%

Net price $20,827

SAT range 1150-1350

#144 Best Colleges in America .

CINCINNATI, OH ,

4140 Niche users give it an average review of 3.8 stars.

Featured Review: Freshman says Overall, the University of Cincinnati is a wonderful college. It offers good courses, good dining, options, and the public facilities are great! I especially liked how populated and diverse the... .

Read 4140 reviews.

Overall Niche Grade : A minus ,

Acceptance Rate : 85% ,

Net Price : $20,827 ,

SAT Range : 1150-1350 ,

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University of Houston

Houston, TX •

• • Rating 3.67 out of 5   6,701 reviews

Freshman: I've had an amazing time at the University of Houston. I've made tons of friends and things are just easy and smooth there. I wouldn't want to be anywhere else! The bowling alley, pool tables, ping pong tables, and arcade are all amazing and fun activities to do while on campus. There is a variety of food and drinks to get around campus at whatever time you are free. I also recommend going to any type of sporting event that goes on because those are really where the fun is to me personally, especially since I love sports. Basketball and football games are always full of students full of energy and good vibes all around. These are all reasons why I love attending the University of Houston. ... Read 6,701 reviews

Acceptance rate 66%

Net price $14,339

SAT range 1140-1330

#159 Best Colleges in America .

HOUSTON, TX ,

6701 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says I've had an amazing time at the University of Houston. I've made tons of friends and things are just easy and smooth there. I wouldn't want to be anywhere else! The bowling alley, pool tables, ping... .

Read 6701 reviews.

Acceptance Rate : 66% ,

Net Price : $14,339 ,

SAT Range : 1140-1330 ,

University of Wyoming

Laramie, WY •

• • Rating 3.62 out of 5   2,035 reviews

Freshman: I love the University of Wyoming! I've never heard of someone not liking the school. It has great academics and cares about its student's mental health and overall, wellbeing. ... Read 2,035 reviews

Acceptance rate 97%

Net price $10,452

SAT range 1040-1240

#178 Best Colleges in America .

LARAMIE, WY ,

2035 Niche users give it an average review of 3.6 stars.

Featured Review: Freshman says I love the University of Wyoming! I've never heard of someone not liking the school. It has great academics and cares about its student's mental health and overall, wellbeing. .

Read 2035 reviews.

Acceptance Rate : 97% ,

Net Price : $10,452 ,

SAT Range : 1040-1240 ,

Santa Barbara City College

Santa Barbara, CA •

• • Rating 4.12 out of 5   1,032 reviews

Senior: My experience at SBCC has been very rewarding and empowering. There are fantastic professors and the vibe on campus is therapeutic. The Honors Program is one of the best parts about the school and is where you can really develop a sense of community and experience academic rigor. There are many programs within the school which aim to accommodate different challenges students might have, such as financial challenges, learning disabilities, or even navigating college as a first-time student. There are also (minimal) health services on campus. Overall, the quality of education is superb here if you really utilize the resources made available to you-- especially office hours and tutor sessions. Great price for in-state residents!! ... Read 1,032 reviews

Acceptance rate 100%

Net price $14,000

SAT range —

#8 Best Community Colleges in America .

SANTA BARBARA, CA ,

1032 Niche users give it an average review of 4.1 stars.

Featured Review: Senior says My experience at SBCC has been very rewarding and empowering. There are fantastic professors and the vibe on campus is therapeutic. The Honors Program is one of the best parts about the school and is... There are many programs within the school which aim to accommodate different challenges students might have, such as financial challenges, learning disabilities, or even navigating college as a... Overall, the quality of education is superb here if you really utilize the resources made available to you-- especially office hours and tutor sessions. Great price for in-state residents!! .

Read 1032 reviews.

Acceptance Rate : 100% ,

Net Price : $14,000 ,

Temple University

Philadelphia, PA •

• • Rating 3.69 out of 5   5,815 reviews

Freshman: So far, in my first semester here, I think Temple University, Japan Campus is great! It feels like my teachers and the admin really care about the students here. There are so many fun activities and clubs to get involved in. I will say, the classes that assigned homework gave a lot and all the projects I was assigned took a lot of my time; however, I still managed to hang out with my friends and explore the city a lot. You just need to manage your time well or lose some sleep. When you're coming to the Japan campus for your first semester on a visa and you're under 22, you are required to stay in the dorms or live with a host family. I did the second option and I personally thought it was a little difficult. You'll need to adjust your time and habits to fit their schedule and ways. My commute to school was about an hour, including a 15-20 min walk to the train station. The dorms are also pretty far though, so I wish there were closer housing options especially as it's mandatory. ... Read 5,815 reviews

Acceptance rate 72%

Net price $23,224

SAT range 1010-1230

#205 Best Colleges in America .

PHILADELPHIA, PA ,

5815 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says So far, in my first semester here, I think Temple University, Japan Campus is great! It feels like my teachers and the admin really care about the students here. There are so many fun activities and... .

Read 5815 reviews.

Acceptance Rate : 72% ,

Net Price : $23,224 ,

SAT Range : 1010-1230 ,

St. Catherine University

Saint Paul, MN •

• • Rating 3.68 out of 5   1,069 reviews

Freshman: St. Catherine University is an all girls, christian college located in St. Paul, MN. I would rate my experience here a 4/5. There are lots of on-campus activities such as bingo, trivia, movie nights, job fairs, and so much more. There are also lots of clubs that have something for everyone. Another thing I like about this campus is the amount of diversity. This university is very open and accepting and I have not personally seen any discrimination on campus. I also feel very safe on campus. One thing I think this university could work on is the food. There are only two options, the main dining hall and the Pulse. The Pulse only serves pizza, pasta, and drinks and it doesn't open until the evening. I would give the quality of food a 3/5 and I would like to see more options, especially during the lunch hour. Because this campus is a christian college there are no parties, that could be a pro or con depending on personal preference. Overall I think my experience here has been a good one. ... Read 1,069 reviews

Acceptance rate 75%

Net price $19,252

SAT range 890-1210

#209 Best Colleges in America .

SAINT PAUL, MN ,

1069 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says St. Catherine University is an all girls, christian college located in St. Paul, MN. I would rate my experience here a 4/5. There are lots of on-campus activities such as bingo, trivia, movie nights,... .

Read 1069 reviews.

Acceptance Rate : 75% ,

Net Price : $19,252 ,

SAT Range : 890-1210 ,

Pasadena City College

Pasadena, CA •

• • Rating 3.82 out of 5   1,811 reviews

Sophomore: In my experience at PCC, I've found several commendable aspects. Firstly, the affordability and accessibility of parking facilities are a significant improvement compared to my previous institution. Additionally, the professionalism and dedication of the faculty at PCC stand out. They are both knowledgeable and enthusiastic about teaching, enhancing the overall learning experience. However, there are areas for improvement. The lack of adequate lighting on campus poses safety concerns, especially during evening classes. Addressing this issue is crucial for fostering a secure environment for all. Furthermore, while the proximity of dining options is convenient, the high cost of cafeteria meals is burdensome for students on a budget. In summary, while PCC has many strengths, there are opportunities for enhancement. By addressing safety concerns and improving affordability, PCC can further support its diverse student body and continue to excel as an institution of higher learning. ... Read 1,811 reviews

Net price $6,466

#15 Best Community Colleges in America .

PASADENA, CA ,

1811 Niche users give it an average review of 3.8 stars.

Featured Review: Sophomore says In my experience at PCC, I've found several commendable aspects. Firstly, the affordability and accessibility of parking facilities are a significant improvement compared to my previous institution.... However, there are areas for improvement. The lack of adequate lighting on campus poses safety concerns, especially during evening classes. Addressing this issue is crucial for fostering a secure... .

Read 1811 reviews.

Net Price : $6,466 ,

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• 2024 Best Colleges with Spanish Language and Literature Degrees

Walnut, CA •

• • Rating 3.96 out of 5   1,970 reviews

Junior: Overall, going to Mt. San Antonio College was a great experience for me. The campus is very peaceful and beautiful. I never had a bad experience at this college and professors and counselors were very understanding. I just liked the idea of going to classes and living my life as an adult. You meet new people and get to know them while also developing new friendships with people with different majors or even the same as your own. However, something I would like to see change is how some professors teach. Two professors that I had didn't teach very well and expected the students to know right away which was frustrating. Other than that, my experience with Mt. Sac was a great one. ... Read 1,970 reviews

Net price $5,774

#16 Best Community Colleges in America .

WALNUT, CA ,

1970 Niche users give it an average review of 4 stars.

Featured Review: Junior says Overall, going to Mt. San Antonio College was a great experience for me. The campus is very peaceful and beautiful. I never had a bad experience at this college and professors and counselors were... .

Read 1970 reviews.

Net Price : $5,774 ,

Ohlone College

Fremont, CA •

• • Rating 3.68 out of 5   460 reviews

Sophomore: While attending Ohlone College these past couple of years I can confidently say that it is definitely a wonderful campus. You get a beautiful view of the bay and the people here are so kind and helpful. I haven’t had too many bad experiences here with staff or students, everyone seems to be on their own educational journey and I truly and thankful for this school in helping me achieve my goals! ... Read 460 reviews

Net price $12,787

#17 Best Community Colleges in America .

FREMONT, CA ,

460 Niche users give it an average review of 3.7 stars.

Featured Review: Sophomore says While attending Ohlone College these past couple of years I can confidently say that it is definitely a wonderful campus. You get a beautiful view of the bay and the people here are so kind and... .

Read 460 reviews.

Net Price : $12,787 ,

University of Louisville

Louisville, KY •

• • Rating 3.7 out of 5   2,376 reviews

Freshman: I have loved my time at the university of louisville so far! All of my professors have beeb extremely professional and helpful in learning about my future career. There are also many on-campus resources that have helped with my education. Overall, UofL is a great institution if youre looking for a fun learning experience. ... Read 2,376 reviews

Net price $18,582

SAT range 1050-1270

#226 Best Colleges in America .

LOUISVILLE, KY ,

2376 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says I have loved my time at the university of louisville so far! All of my professors have beeb extremely professional and helpful in learning about my future career. There are also many on-campus... .

Read 2376 reviews.

Net Price : $18,582 ,

SAT Range : 1050-1270 ,

Rochester Institute of Technology

• • Rating 3.71 out of 5   2,813 reviews

Freshman: The Rochester Institute of Technology is a pretty good college overall. There's always something happening that you can do or see. Everyone is very friendly! The food is pretty good but can get old since there is only so many locations. Not that far a drive from the city, and the university offers a bus service to target and other things outside of the university. Big library, Gym, alot of amenities are offered. Professors are here and there but generally most are friendly, and classes are good. ... Read 2,813 reviews

Acceptance rate 71%

Net price $35,012

SAT range 1270-1450

#231 Best Colleges in America .

2813 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says The Rochester Institute of Technology is a pretty good college overall. There's always something happening that you can do or see. Everyone is very friendly! The food is pretty good but can get old... .

Read 2813 reviews.

Acceptance Rate : 71% ,

Net Price : $35,012 ,

SAT Range : 1270-1450 ,

Augustana University

Sioux Falls, SD •

• • Rating 3.87 out of 5   489 reviews

Sophomore: Overall I have enjoyed my time here at Augustana University because of the welcoming environment and diverse learning opportunities. Throughout my time here I have had courses that are enaging and assisting in earning my degree. Furthermore, the proffessors are helpful and willing to work alongside students so they can be successful in their classes. I have been able to create a community of my own and have enjoyed creating new relationships among my fellow students. ... Read 489 reviews

Net price $26,795

SAT range 1020-1300

#235 Best Colleges in America .

SIOUX FALLS, SD ,

489 Niche users give it an average review of 3.9 stars.

Featured Review: Sophomore says Overall I have enjoyed my time here at Augustana University because of the welcoming environment and diverse learning opportunities. Throughout my time here I have had courses that are enaging and... .

Read 489 reviews.

Net Price : $26,795 ,

SAT Range : 1020-1300 ,

Indiana University-Purdue University - Indianapolis (IUPUI)

Indianapolis, IN •

• • Rating 3.68 out of 5   3,924 reviews

Sophomore: Overall, I adore the extracurricular activities and organizations! I believe that the campus is the perfect size and you have an ample amount of opportunities to make new connections. I would make sure you get connections and join as many organizations as you can! ... Read 3,924 reviews

• grade  B+ Overall Niche Grade

Acceptance rate 84%

Net price $11,550

SAT range 1040-1230

#242 Best Colleges in America .

INDIANAPOLIS, IN ,

3924 Niche users give it an average review of 3.7 stars.

Featured Review: Sophomore says Overall, I adore the extracurricular activities and organizations! I believe that the campus is the perfect size and you have an ample amount of opportunities to make new connections. I would make... .

Read 3924 reviews.

Overall Niche Grade : B+ ,

Acceptance Rate : 84% ,

Net Price : $11,550 ,

SAT Range : 1040-1230 ,

Montgomery College

Rockville, MD •

• • Rating 3.88 out of 5   1,771 reviews

Junior: During my time at Montgomery College, I found the experience to be extremely enriching. The college offers a range of programs and courses, and I chose to pursue an associate degree. The professors were knowledgeable, experienced, and always willing to go the extra mile to help students succeed. What I appreciated about the college was its accessibility. Montgomery College has three different locations, which made it easy for me to attend classes without having to worry about long commutes or spending too much time on the road. Overall, I would highly recommend Montgomery College to anyone who is looking for a quality higher education experience that is both convenient and affordable. Whether you are just starting or looking to take your career to the next level, this college has something to offer for everyone. ... Read 1,771 reviews

Net price $7,560

#40 Best Community Colleges in America .

ROCKVILLE, MD ,

1771 Niche users give it an average review of 3.9 stars.

Featured Review: Junior says During my time at Montgomery College, I found the experience to be extremely enriching. The college offers a range of programs and courses, and I chose to pursue an associate degree. The professors... What I appreciated about the college was its accessibility. Montgomery College has three different locations, which made it easy for me to attend classes without having to worry about long commutes... Overall, I would highly recommend Montgomery College to anyone who is looking for a quality higher education experience that is both convenient and affordable. Whether you are just starting or... .

Read 1771 reviews.

Net Price : $7,560 ,

University of North Florida

Jacksonville, FL •

• • Rating 3.74 out of 5   3,033 reviews

Freshman: University of North Florida overall has been a great experience for my first year of college. It has allowed me to make friends and participate in activities with others while meeting new people. It has also allowed me to take multiple courses that contribute to my major, Psychology. Campus life is very nice, although I do think UNF should advocate it more and try to get students more involved with the school. One activity many students here engage in is Market Wednesday where different vendors, some evenn run by students, have their own booths, shops, or tables open to promote their cause or to sell their items. This is a great chance to hangout near the Student Union, grab some food with friends and meet new people while supporting some local and small businesses. ... Read 3,033 reviews

Acceptance rate 77%

Net price $7,746

SAT range 1000-1210

#291 Best Colleges in America .

JACKSONVILLE, FL ,

3033 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says University of North Florida overall has been a great experience for my first year of college. It has allowed me to make friends and participate in activities with others while meeting new people. It... .

Read 3033 reviews.

Acceptance Rate : 77% ,

Net Price : $7,746 ,

SAT Range : 1000-1210 ,

Blue Ridge Community College (North Carolina)

Flat Rock, NC •

• • Rating 3.88 out of 5   131 reviews

Junior: Blue Ridge Community College a great school that offers many classes to help you transfer. It's a better option for lower cost and small classes for students to learn with teachers and their peers. Blue Ridge CC was my first ever college. It was an easier transition for me after waiting a couple years to join after finishing high school. I really like the atmosphere that Blue Ridge provides and how the faculty is alwasy willing to help. Students are also heplful, it gives a sense of community. Counslers and advisers are great! Most of the time they are well informed on certain question or situations one may encounter. I really recommend Blue Ridge CC because they can work around your schedule! From online to in-person classes. They provide afternoon classes for those who are parents and work full-time jobs. It's a great school fr those who want to set their life back on track with academics, even for those who have not gone to school in a while! ... Read 131 reviews

Net price $8,783

#47 Best Community Colleges in America .

FLAT ROCK, NC ,

131 Niche users give it an average review of 3.9 stars.

Featured Review: Junior says Blue Ridge Community College a great school that offers many classes to help you transfer. It's a better option for lower cost and small classes for students to learn with teachers and their peers.... .

Read 131 reviews.

Net Price : $8,783 ,

University of Texas - Rio Grande Valley

Edinburg, TX •

• • Rating 3.82 out of 5   2,855 reviews

Junior: My experience at the University of Texas Rio Grande Valley - Brownsville, has been one of the best chapters of my life. I really enjoy coming to school here. Growing up in South Texas, I was extremely anxious to begin college life; however, UTRGV immediately put my mind to ease once I started in the Fall of 2022. The professors, advisors and other employees are kind, helpful, and understanding. They truly see me as a person. I also enjoy attending a diverse and culturally friendly university. The number of resources provided for students is incredible! No matter what kind of issue I am facing, I know there is a kind of resource that will help me through my troubles. Also, not only am I immersed in my own culture and heritage, but I am also able to learn of others as well. Overall, I have really enjoyed my experience at the University of Texas Rio Grande Valley - Brownsville. It's a beautiful community that I consider as a second home. ... Read 2,855 reviews

Acceptance rate 94%

Net price $6,244

SAT range 900-1120

#293 Best Colleges in America .

EDINBURG, TX ,

2855 Niche users give it an average review of 3.8 stars.

Featured Review: Junior says My experience at the University of Texas Rio Grande Valley - Brownsville, has been one of the best chapters of my life. I really enjoy coming to school here. Growing up in South Texas, I was... .

Read 2855 reviews.

Acceptance Rate : 94% ,

Net Price : $6,244 ,

SAT Range : 900-1120 ,

Cerritos College

Norwalk, CA •

• • Rating 3.88 out of 5   1,343 reviews

Sophomore: My overall experience at Cerritos College has been a very good one so far! The professors I have taken were very willing to help you succeed in their classes. The college also have numerous support services for students who might be facing some kind of insecurity at home, or if they simply want to get their grades up. As for food choices, there aren't many on campus and I wish there were more, but there are plenty of restaurants outside of campus. ... Read 1,343 reviews

Net price $9,557

#48 Best Community Colleges in America .

NORWALK, CA ,

1343 Niche users give it an average review of 3.9 stars.

Featured Review: Sophomore says My overall experience at Cerritos College has been a very good one so far! The professors I have taken were very willing to help you succeed in their classes. The college also have numerous support... .

Read 1343 reviews.

Net Price : $9,557 ,

Santiago Canyon College

Orange, CA •

• • Rating 3.91 out of 5   381 reviews

Other: I have taken online classes at Santiago for credits and have been on campus/around the area a couple times. The online classes are fairly easy to register for and is a very easy way to get credits for university. The registration process can be confusing on your own but with the help of my counselor it was a super easy and quick process. The online classes I have taken all had clear instructions, assignments, due dates, and lectures. It was as if taking an actual class with many resources provided (lecture videos, easy communication with professors, textbook). My favorite part is the intersession semester where classes are only about a month long and all though it seems challenging to fit a whole curriculum into a month the professor I had made it easy to keep up with video lectures and did his best to keep the workload simple yet engaging. The campus looks pretty when I have visited and the people I interacted with were all nice and helpful. ... Read 381 reviews

Net price $5,879

#51 Best Community Colleges in America .

ORANGE, CA ,

381 Niche users give it an average review of 3.9 stars.

Featured Review: Other says I have taken online classes at Santiago for credits and have been on campus/around the area a couple times. The online classes are fairly easy to register for and is a very easy way to get credits... .

Read 381 reviews.

Net Price : $5,879 ,

Santa Rosa Junior College

Santa Rosa, CA •

• • Rating 4.01 out of 5   1,343 reviews

Freshman: The SRJC is a great school to go to if you’re looking to transfer to a 4-year. There are a lot of resources available, you just need to put yourself out there and ask for help. Find the right professors and try new things! ... Read 1,343 reviews

Net price $9,220

#54 Best Community Colleges in America .

SANTA ROSA, CA ,

1343 Niche users give it an average review of 4 stars.

Featured Review: Freshman says The SRJC is a great school to go to if you’re looking to transfer to a 4-year. There are a lot of resources available, you just need to put yourself out there and ask for help. Find the right... .

Net Price : $9,220 ,

University of Minnesota Duluth

• • Rating 3.68 out of 5   1,208

SAINT PAUL, MN

• • Rating 3.68 out of 5   1,069

Cincinnati State

CINCINNATI, OH

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AT&T says a data breach leaked millions of customers’ information online. Were you affected?

FILE - The sign in front of an AT&T retail store is seen in Miami, July 18, 2019. The theft of sensitive information belonging to millions of AT&T’s current and former customers has been recently discovered online, the telecommunications giant said Saturday, March 30, 2024. In an announcement addressing the data breach, AT&T said that a dataset found on the dark web contains information including some Social Security numbers and passcodes for about 7.6 million current account holders and 65.4 million former account holders. (AP Photo/Lynne Sladky, File)

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NEW YORK (AP) — The theft of sensitive information belonging to millions of AT&T’s current and former customers has been recently discovered online, the telecommunications giant said this weekend.

In a Saturday announcement addressing the data breach, AT&T said that a dataset found on the “dark web” contains information including some Social Security numbers and passcodes for about 7.6 million current account holders and 65.4 million former account holders.

Whether the data “originated from AT&T or one of its vendors” is still unknown, the Dallas-based company noted — adding that it had launched an investigation into the incident. AT&T has also begun notifying customers whose personal information was compromised.

Here’s what you need to know.

WHAT INFORMATION WAS COMPROMISED IN THIS BREACH?

Although varying by each customer and account, AT&T says that information involved in this breach included Social Security numbers and passcodes — which, unlike passwords, are numerical PINS that are typically four digits long.

Full names, email addresses, mailing address, phone numbers, dates of birth and AT&T account numbers may have also been compromised. The impacted data is from 2019 or earlier and does not appear to include financial information or call history, the company said.

HOW DO I KNOW IF I WAS AFFECTED?

Consumers impacted by this breach should be receiving an email or letter directly from AT&T about the incident. The email notices began going out on Saturday, an AT&T spokesperson confirmed to The Associated Press.

WHAT ACTION HAS AT&T TAKEN?

Beyond these notifications, AT&T said that it had already reset the passcodes of current users. The company added that it would pay for credit monitoring services where applicable.

AT&T also said that it “launched a robust investigation” with internal and external cybersecurity experts to investigate the situation further.

HAS AT&T SEEN DATA BREACHES LIKE THIS BEFORE?

AT&T has seen several data breaches that range in size and impact over the years .

While the company says the data in this latest breach surfaced on a hacking forum nearly two weeks ago, it closely resembles a similar breach that surfaced in 2021 but which AT&T never acknowledged, cybersecurity researcher Troy Hunt told the AP Saturday.

“If they assess this and they made the wrong call on it, and we’ve had a course of years pass without them being able to notify impacted customers,” then it’s likely the company will soon face class action lawsuits, said Hunt, founder of an Australia-based website that warns people when their personal information has been exposed.

A spokesperson for AT&T declined to comment further when asked about these similarities Sunday.

HOW CAN I PROTECT MYSELF GOING FORWARD?

Avoiding data breaches entirely can be tricky in our ever-digitized world, but consumers can take some steps to help protect themselves going forward.

The basics include creating hard-to-guess passwords and using multifactor authentication when possible. If you receive a notice about a breach, it’s good idea to change your password and monitor account activity for any suspicious transactions. You’ll also want to visit a company’s official website for reliable contact information — as scammers sometimes try to take advantage of news like data breaches to gain your trust through look-alike phishing emails or phone calls.

In addition, the Federal Trade Commission notes that nationwide credit bureaus — such as Equifax, Experian and TransUnion — offer free credit freezes and fraud alerts that consumers can set up to help protect themselves from identity theft and other malicious activity.

AP Reporter Matt O’Brien contributed to this report from Providence, Rhode Island.