Draft_09/26/2016 1 If you use ASL, should you study ESL? Limitations of a modality-b(i)ased policy * Elena ‘HK’ Koulidobrova, Central Connecticut State University (elena.koulidobrova@ccsu.edu ) Hannah Dostal, University of Connecticut-Storrs (hannah.dostal@uconn.edu) Abstract In this paper we demonstrate that American Sign Language (ASL)-English bilinguals should be eligible for classification as English Language Learners (ELL). While this identification should remain optional in order to be responsive to individual differences and preferences, we argue that identification can result in increased educational services and access to appropriately targeted instructional support. 1. Introduction The term English Language Learner (ELL) is commonly used to refer to a child from a home where a language other than English is used. In this paper we also use this term to encompass dual language learners (DLLs), limited English proficient (LEP), language minority, bilingual , and other common terms referencing children who communicate in a language (or languages) other than English. A plethora of research has shown that while the demographics and experiences of ELLs growing up in an English-dominant culture differ widely, these individuals have certain characteristics in common: (a) they often use a language that is typologically different (in terms of morpho-syntax, phonology, semantics, and pragmatics) from English; (b) * Acknowledgements: This work has greatly benefited from discussions with Marlon Kuntze [D] and Jeffrey Palmer [Coda] (Gallaudet University) as well as a number of other people, both deaf and hearing. For continuous support, we especially thank Alyson Reed (LSA), Tawny Holmes (NAD), Diane Lillo-Martin (University of Connecticut), and Julieane Baron (AERA).