Producing science-focused ASL videos: processes, multimodal features, and implications for Deaf education.

Abstract

This qualitative study examined the processes and modes involved in producing science-focused videos in American Sign Language (ASL). Using purposive sampling, 3 culturally Deaf, native ASL users from North America with experience creating educational science videos were recruited. Data were collected through semi-structured interviews and analyzed using inductive thematic analysis. In addition, a multimodal analysis was conducted on 5 ASL science-focused signed videos created by the participants. Findings reveal that science-focused signed videos are produced through a deliberate, audience-centered, and iterative process in which Deaf signers design, restructure, and visually communicate scientific knowledge using ASL syntax and visual-spatial strategies. Participants conceptualized science explanations from the perspective of Deaf and hard-of-hearing (DHH) viewers, adapting modes such as storytelling, classifiers, spatial mapping, depiction, and elaborative fingerspelling based on audience level and conceptual demands. Multimodal analysis showed that these intentions were enacted through layered linguistic, spatial, and visual design features that positioned ASL as a system for constructing scientific meaning rather than translating English-based content. These findings underscore the importance of preparing ASL/English multilingual educators with multimodal, linguistic, and design competencies to effectively produce science-focused signed videos and support equitable science instruction for DHH learners.