Developmental sequence applied to ASL students at Silent Supper

What aspects of learners interlanguage are most likely to affect their ability to use
language effectively outside the classroom and how will this be reflecting in interactions
with Deaf individuals or native users of ASL?
Two words: Silent Supper. Illinois Central Colleges Interpreter Preparation Program has a Sign
Club that encourages students (past, current and future) to attend a weekly Silent Supper at
various restaurants around the Peoria area. There they are encouraged to turn off their voices and
use sign to interact with each other and with ASL-users (both Deaf and hearing).
Different students are at different interlanguage developmental sequence stages. Most attending
for the first time are nervous and refuse to sign. They appear to be in the Silent Period of their
second language acquisition journey as they sit quietly observing and processing. It is obvious
by their body language and lack of eye contact that they are hoping that no one will notice them
nor strike up a conversation with them. They are not ready to communicate. Unfortunately in
the classroom, students are all-too-soon expected to use their new language. This is a social
setting, however, so communication is optional and they generally opt out.
Second and third time attending students appear to be in the Formulaic Speech stage. Depending
on their confidence level, they may introduce themselves and even venture a phrase or two such
as, NICE-MEET-YOU. However, as soon as the conversation speed accelerates, some learners
quickly drop back to the Silent Period. Even so, some students are motivated to integrate with
the community and will endeavor to use what language they know to hold a conversation with an
ASL-user, even if it is only a classmate.
Returning students who attend weekly apply structural and semantic simplifications to their
language. Although they are no longer beginners, they are not yet fluent. They have yet to
acquire proper grammar and syntax. Nouns and verbs are omitted (yet they are usually mouthed)
as they attempt to use their new-found interlanguage to interact with the Deaf community in this
social setting. Students who attend regularly excel in their abilities, both expressively and
receptively, and surpass their classmates.
Teachers, interpreters and members of the Deaf community also attend Silent Supper. As
needed, mentors aid students as they try to express themselves using vocabulary that is well
beyond what was taught in the classroom. Silent Supper is a safe environment that gives
students the opportunity to grow as they communicate with ASL users. Although students are
free to simply observe, they can also find helpful guidance close at hand from willing mentors.
For students at each stage in the sequence of interlanguage development, Silent Supper
provides a Zone of Proximal Development (ZPD) in which the scaffolding is built that enables
their next steps toward proficiency in ASL.