CSET: American Sign Language study plan

Map the full domain blueprint by writing a one-page outline of each of the eight domains with their weightings and the two subtopics you know least about

Define and contrast the core linguistic levels (phonology, morphology, syntax, semantics, pragmatics) using ASL and spoken-language examples side by side

Explain the difference between a signed language and a manually coded English system, and list three structural features that distinguish ASL from English

Identify the parameters of ASL signs (handshape, location, movement, palm orientation, and non-manual markers) and label them in a set of 20 signs you already know

Build a running glossary of 40 linguistics terms with ASL-specific examples for each

Analyze minimal pairs in ASL to show how changing one parameter changes meaning, and write ten of your own minimal-pair sets

Describe ASL syllable structure and the constraints on permissible handshape sequences within a sign

Classify ASL morphological processes (compounding, derivation, numeral incorporation, classifier predicates) and produce two original examples of each

Diagram the basic ASL sentence types (declarative, yes/no question, wh-question, conditional, topic-comment) with the required non-manual markers

Trace how verb agreement and spatial referencing work in indicating verbs, and explain why this is described as morphosyntactic rather than purely syntactic

Compare two competing analyses of a contested ASL structure (for example, topic versus subject, or the status of classifiers) and state which evidence you find stronger

Produce a table mapping each of the five parameters to at least three example signs and one minimal pair per parameter

Write short analytical paragraphs explaining how ASL encodes tense, aspect, and modality without a copula or inflectional endings

Self-test on linguistics and ASL-structure items under timed conditions and log every error by sub-skill

Re-teach the three weakest sub-skills aloud or in writing as if to a beginner, to confirm genuine understanding

Build a timeline of Deaf history and education covering key turning points from the early nineteenth century to the present, naming people, places, and dates you can defend

Explain the historical debate over oralism versus manual education and identify its lasting effects on Deaf communities

Describe the origins and development of ASL as a language, including its contact history with French Sign Language

Define audism, oralism, and paternalism, and give a concrete historical or institutional example of each

Identify major Deaf organizations, schools, and advocacy milestones and what each one changed

Explain the difference between Deaf, deaf, hard of hearing, and DeafBlind as identity and audiological categories, and when each term is appropriate

Describe regional, generational, ethnic, and register variation in ASL and give examples of lexical and phonological variation

Analyze how language contact produces code-switching, contact signing, and lexical borrowing, and distinguish these from each other

Explain the role of residential schools, Deaf clubs, and social media in transmitting and standardizing ASL

Discuss how community norms around name signs, introductions, and turn-taking reflect cultural values

Outline the stages of first-language acquisition of ASL in Deaf children of Deaf parents and contrast them with the acquisition path of Deaf children of hearing parents

Explain the concept and consequences of language deprivation and how it relates to the critical period for language

Identify the major genres of ASL literature (narrative, poetry, folklore, humor, and cinematic techniques) and name the features that define each

Analyze how a signed narrative uses space, role shift, and classifier predicates to track referents and build perspective

Describe how ASL storytelling conventions differ from written English narrative conventions

Write measurable learning objectives for an ASL lesson using a communicative, proficiency-oriented framework rather than a grammar-drill sequence

Design a lesson segment that integrates the five parameters, non-manual grammar, and cultural content, and justify each design choice

Explain how to teach ASL grammar visually, without relying on English gloss as the primary explanatory tool

Distinguish first-language and second-language learners of ASL and adapt instruction for each population

Identify common pedagogical errors (for example, over-glossing, teaching signs as word equivalents, neglecting non-manual markers) and describe the correction for each

Compare assessment types used in ASL education (receptive and expressive performance assessments, portfolios, rubrics) and match each to an appropriate learning objective

Design a scoring rubric for an expressive ASL task, with descriptors for grammar, fluency, vocabulary, and cultural appropriateness

Explain the ethical and professional responsibilities of an ASL teacher, including confidentiality, appropriate use of interpreters, and respect for community norms

Review the certification and professional-development landscape for ASL teachers at a general level and note what you still need to verify

Take a full-length timed mixed practice exam and produce a prioritized review list by domain