| American Sign Language (ASL) is ranked fourth among heritage languages taken by students in the United States. The number of ASL classes offered at the K-12 and Institutions of Higher Education are on the rise, yet the number of certified ASL teachers remains stagnant. This study examines the reasons why American Sign Language teachers choose to complete or not complete the American Sign Language Teachers Association (ASLTA) certification process. Members of the American Sign Language Teachers Association, the Registry of Interpreters for the Deaf, the National Association of the Deaf and the Conference of Interpreter Trainers were asked to participate in an online survey. The survey was a modified version of the Perceived Value of Certification Tool (PVCT) and the Value of a C/PHN Credential Instrument. The demographic questions were combination from previous research. The findings of the quantitative analysis indicate the education level obtained, the number of years as a member in ASLTA and barriers are the strongest correlate to ASLTA certification. The implications for ASLTA, K-12 schools and Higher Education Institutions to increase the number of ASLTA certified teachers are discussed. |
