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Wharton should allow American Sign Language to fulfill its foreign-language requirement

· January 28, 2010, 5:01 am

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I have a confession: when I see people using sign language, I can’t help but stare. I know it’s rude, but there’s something fascinating about a language that allows people to communicate without uttering a sound.

That’s why I was surprised to hear that Wharton students aren’t allowed to count American Sign Language courses toward their foreign-language requirement. In response to recent student criticism, Wharton administrators have argued that the requirement was specifically designed to focus on languages outside the U.S. in an attempt to offer a more global education. Since ASL is an “American” language, it fails to meet the goals of the requirement.

It’s a very reasonable argument — if you believe that foreign-language study is primarily about gaining an international perspective. But in my opinion, the real value from studying another language comes from gaining the ability to immerse yourself in a different culture. And when judged by that standard, ASL passes with flying colors.

The Undergraduate Assembly seems to agree. This past Sunday, it unanimously passed a resolution urging Wharton to count ASL courses toward the foreign-language requirement.

To be fair, Wharton doesn’t actively discourage students from taking ASL courses. As Director of Academic Affairs Scott Romeika pointed out, “Some students do take the ASL courses and get a lot out of it,” without it putting “an undue burden on the rest of their schedule.”

Because the UA has no real power in this situation, the decision will ultimately rest with the Wharton administrators responsible for designing the undergraduate curriculum.

How they approach the issue depends on a crucial question: What’s the purpose of including foreign-language study in a business curriculum?

You can find Wharton’s current answer to that question on its undergraduate web site. Foreign languages are important in “today’s global business environment” because students need to have “an international perspective,” the school says.

It’s true that by studying a foreign language, you gain a better perspective of countries outside the U.S. — but Wharton students already get a pretty good global perspective because they’re required to take three internationally focused courses in order to graduate.

Others might believe Whartonites take a foreign language so they can complete business deals in that language later on. But four semesters simply isn’t enough to achieve that level of fluency. Case in point: After finishing the required classes, I can understand basic (okay, very basic) Spanish. But if you asked me to complete a business deal, I’d probably refer to myself as a girl multiple times.

Instead, foreign-language study proves crucial to a business education because it teaches the student to get inside a completely unfamiliar culture. The experience of trying to understand the way another community expresses its thoughts and feelings allows you to overcome cultural differences later on.

In short, the reason my Spanish classes were valuable wasn’t because they improved my global perspective or taught me to speak fluently, but really because they gave me the tools to understand other cultures different than my own.

Excluding ASL doesn’t make any sense. After all, deaf culture and ASL are just as alien to most students as any foreign language. By extensively studying ASL, other students can gain the same valuable cultural lessons that I did when studying Spanish. That’s probably why many other business schools — not to mention the College of Arts and Sciences and School of Nursing — recognize it as an acceptable “foreign” language.

As Wharton and Nursing junior G.J. Melendez-Torres, who helped author the UA resolution, put it “ASL comes with a culture that is very important.”

Wharton needs to reconsider the reasoning behind its foreign-language requirement. Maybe once that happens, it’ll give the thumbs-up to ASL.

Ashwin Shandilya is a Wharton senior from New Market, Md. He is the former Marketing Manager and Editorial Page Editor of the DP. His e-mail address is shandilya@dailypennsylvanian.com. Penn vs Sword appears on Thursdays.

Comments (2)

johnhayden112

January 28, 2010, 5:37 am

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Great ideas. Thats a great way to enhance ones creativity. these ideas will really help. But when we as women have to spend a lot of time in cooking at home it really becomes difficult to keep our creativity alive, however at times by getting at home we can still think of bening creative

Jami

January 28, 2010, 1:25 pm

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As American Sign Language Program Coordinator here at Penn, I would like to thank Ashwin Shandilya for bringing recognition to the Undergraduate Assembly's unanimous support for Penn's ASL courses to satisfy the foreign language requirement.

And while we are in agreement that ASL certainly gives students "the ability to immerse [oneself] in a different culture," I'd like to dispel the general notion that ASL does not provide the same kind of access to global education as other spoken languages.

While it is true that ASL originates in the U.S./America, the argument that ASL use thus limits global opportunities and experiences is plainly mistaken; acquisition of ASL and simultaneous interaction within Deaf communities would actually enable students to gain entree to and ultimately learn other manual/signed languages used in Deaf cultures and communities around the world. It is well-documented that signers from different linguistic backgrounds can come to a mutual understanding (with deep meaning) far more quickly than can people who rely on spoken language. Deaf people are well-known travelers who make strong connections with deep communicative abilities with people who use different signed languages. As such, learning and gaining fluency in a signed language such as ASL gives students transnational access to world-wide Deaf communities in which they can actually expand their knowledge of Deaf culture(s) as well as learn *other* signed languages. Indeed, in learning ASL, the potential for global access and language growth is exponential!

In addition, it should be noted that our (ASL) students have an opportunity to expand their Deaf cultural and signed language experience in a study abroad program in Siena, Italy. There, they are involved in an intensive program to learn LIS (Italian Sign Language), spoken Italian, and Italian Deaf Culture. This program gives even further opportunity to put the potential of "global experience" into practice.

In all, our program is most heartened by the support of the Penn student community. We look forward to the opportunity to bring greater awareness of ASL, Deaf culture, and international Deaf communities to all students and faculty at Penn.

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