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In this Q&A session, we sat down with ÂÜÀòÉç State ASL professor Lauren Lemley, M.Ed., to learn more about her expertise, the ASL curriculum, and what makes ÂÜÀòÉç State’s ASL programs unique.

Where is your expertise in the field?

I am a proud ÂÜÀòÉç alumna with both a B.A. in American Sign Language (ASL) and an M.Ed. in Educational Technology, including studies in online and blended learning, I specialize in ASL instruction, curriculum development, and online learning experiences.

As a Deaf professor, I am passionate about creating an authentic and inclusive learning environment for all students interested in the ASL major, including Deaf and hard-of-hearing students. I strive to ensure that everyone feels welcomed, supported, and empowered to grow in their ASL skills. I intentionally integrate technology into my courses to enhance engagement, increase accessibility, and promote meaningful connections within the language. This includes incorporating visual tools, interactive platforms, and structured online activities that help students develop both expressive and receptive skills.

I am particularly interested in graphic design and user experience (UX) design, and I apply these interests when creating instructional materials and digital resources. These design principles help me ensure that my materials are visually clear, user-friendly, and accessible to a variety of learners. I enjoy combining creativity with pedagogy to produce learning experiences that are visually engaging and supportive of ASL’s natural visual structure.

I am also committed to developing new and creative ways to teach ASL, including using technology, interactive activities, and hands-on learning to help students build their skills effectively and confidently. Additionally, I advocate for inclusive practices across educational settings to foster equity and representation in language learning.

What courses do you teach at ÂÜÀòÉç State?

I teach a range of American Sign Language (ASL) courses at ÂÜÀòÉç, spanning from beginner to advanced levels. This includes Elementary ASL I and II, Intermediate ASL I and II, Advanced ASL, and Advanced Proficiency in ASL. My classes focus on helping students develop expressive and receptive fluency while gaining confidence in their ability to communicate naturally in ASL.

In addition to teaching, I am actively involved in ASL curricular planning alongside other ASL faculty members. Together, we continually refine course materials, assessments, and learning outcomes to strengthen the ASL major/minor and ensure consistency across all levels of instruction. I also serve on the Curriculum Committee, where I help review and develop courses and programs within the Department of Modern and Classical Language Studies.

I additionally serve as a university supervisor for ASL student teachers, conducting on-site observations and acting as part of a collaborative team between the student teacher, the cooperating teacher, and the university. I provide feedback and support to student teachers, facilitate communication when needed, and complete both midterm and final evaluations of their teaching performance. This role allows me to mentor future ASL educators as they gain valuable classroom experience and professional growth.

What sets ÂÜÀòÉç State’s language programs apart from similar programs at other schools?

The Modern and Classical Language Studies (MCLS) department at ÂÜÀòÉç State offers a dedicated ASL major and minor, but ASL courses are open to any student who wants to learn the language, including Deaf and hard-of-hearing students. Students can take ASL for personal interest, academic enrichment, or to complement other fields of study.

Other related programs, such as Deaf Education and ASL Interpreting, are offered through different departments on campus, giving students additional pathways depending on their academic or career goals. The MCLS ASL program provides a structured curriculum, experienced faculty, and opportunities for students to develop practical ASL skills through classroom instruction and applied practice.

This approach allows students to build language proficiency and confidence while exploring ASL in a variety of contexts, whether for personal, academic, or professional purposes.

What advice would you give to students interested in pursuing a career in languages or cultural studies?

Be curious and explore a variety of learning opportunities. Language study is not only about learning vocabulary and grammar but also about developing practical communication skills. Students should take advantage of courses, projects, and experiences that allow them to practice using the language in meaningful ways. For ASL students, this could include interacting with fluent signers, observing classrooms, or participating in community-based activities.

It’s also important to recognize that Deaf individuals engage with a hearing-majority world daily – not by choice. Deaf individuals frequently have to accommodate the hearing world’s norms and expectations. Access to information should be 100 percent for everyone, including Deaf individuals. 

ASL is a complete, natural language with its own grammar, structure, and culture, very different from English. Learning ASL helps bridge communication gaps, promotes accessibility, and builds understanding between Deaf and hearing communities while also encouraging students to engage with peers, seek feedback, and reflect on their own progress. Even if a student is unsure about a career path in language, taking courses to learn a new language or develop communication skills can open doors to opportunities in education, healthcare, interpretation, social services, or other fields where language skills are valued. Consistent practice, engagement, and openness to learning from different experiences are key to success.

At the same time, ASL is for everyone, and it’s not limited to communication with Deaf individuals. It can be used in diverse situations, such as across a distance, through a window, or in quiet environments where speaking isn’t possible. Learning ASL enhances communication, empathy, and creativity, offering valuable skills for both personal growth and professional development.

What role do you see technology and AI playing in your teaching methods?

Technology is an important part of language learning, especially for ASL, which is a visual language. I use video tools, interactive platforms, and online resources to support student learning, provide feedback, and help students practice their skills. For example, students can record themselves signing for assessments or share videos with peers for collaborative review.

AI can be useful for any language, such as generating text, captions, or practice exercises. It can support review, provide examples, or offer supplemental practice, but it cannot interpret visual ASL or provide real-time, two-way translation between ASL and English. AI is used to enhance and supplement instruction and does not replace real-life interaction or personal practice, which remain essential for developing language fluency.

By using AI alongside classroom instruction, students gain additional tools for learning, but hands-on practice and direct engagement with the language are always required to build true ASL proficiency.

How do your courses prepare students for real-world applications of language and cultural studies?

My courses combine classroom instruction with practical skill development, giving students opportunities to use ASL in real-life contexts. Students practice through interactive activities, presentations, and projects that simulate authentic communication, helping them build both fluency and confidence.

Beyond the classroom, students can engage with ASL in social and informal settings through ASL Club activities, game nights, and coffee chats, which provide additional opportunities to practice signing, connect with peers, and experience the language in everyday situations.

An ASL major prepares students for a variety of career paths beyond interpreting or teaching. Graduates can pursue opportunities in healthcare and social services, government and public service, media and entertainment, technology and accessibility, research and advocacy, and business or customer service, where ASL skills are valuable.

As a Deaf instructor, I provide an authentic perspective and learning experience for students. Learning directly from a Deaf professor helps students understand the real-world significance of ASL and its role in communication access, culture, and community engagement.

By combining classroom learning with real-world practice and exposure, students gain the skills, confidence, and experience needed to apply ASL meaningfully in both their personal and professional lives.

What current trends or challenges do you see in the field of languages and cultural studies?

One trend in language education is the growing use of technology and digital tools to enhance learning. Video-based practice, interactive exercises, and online resources give students new ways to engage with the language and strengthen their skills outside the classroom. In ASL and other languages, there is also an increased focus on cultural understanding, helping students develop both language proficiency and an appreciation for the cultural context in which the language is used.

A continuing challenge is providing opportunities for meaningful, real-world practice. While classroom instruction and technology strongly support learning, students benefit most from authentic interaction with fluent speakers through community settings, clubs, service learning, and practical projects. Programs are increasingly focused on creating these opportunities so students can use their language skills confidently in everyday and professional situations.

Students grow the most when they have chances to interact beyond the classroom. Although these experiences may feel challenging at first, they are essential for building confidence, fluency, and cultural awareness. Engaging with the Deaf community through events, organizations, and everyday conversations helps students move from structured practice to real communication.

Are there any research projects or initiatives you're currently working on that students might find exciting?

I continue to develop digital ASL resources and interactive learning materials for my courses. This includes video tutorials, practice exercises, and accessible online content that help students build both expressive and receptive skills. These materials also provide opportunities for students to participate in projects and gain practical experience in instructional design, digital media, and accessibility. These are valuable skills for careers in education, technology, and Deaf community engagement.

I plan to expand these projects by exploring more interactive and user-centered tools that reflect authentic ASL use and Deaf culture. My goal is to create digital learning spaces that are both accessible and engaging. In the future, I hope to collaborate with students who are interested in technology, design, or education to co-develop new materials that strengthen ASL learning and promote accessibility awareness across campus and beyond.

Ready to Start a Rewarding Career in ASL? Learn More About Our Programs

ÂÜÀòÉç State’s Department of Modern and Classical Language Studies offers academic pathways in American Sign Language (ASL) that help students build language proficiency, cultural understanding, and career readiness. 

The specific ASL programs we offer include:

• Bachelor of Arts (B.A.) in American Sign Language – A full undergraduate degree focused on developing advanced ASL skills and a strong understanding of Deaf culture. Students gain hands-on experience through interactive coursework, community engagement, and immersive language practice. 
• Minor in American Sign Language – A flexible option for students who want to build ASL communication skills alongside another major. This program introduces students to ASL structure, visual communication, and Deaf culture, making it a strong complement to fields such as education, healthcare, social services, and communication. 

Apply Today

If you’re ready to take the next step in your ASL journey, you can begin your application online. If you have any questions along the way, we’re here to support you. Please reach out to get in touch with a team member.