Using Maps in the ASL Classroom

Using Maps

Teaching map skills with today’s students can be a challenging task. Students are so used to having Google maps or some type of navigation, they really don’t have map using skills in their first language. Therefore teaching these skills in their second language becomes much more challenging for the teacher. When you add in signer’s perspective, things get real fast.

What I have found that works for my students is repetition and variety. I start out small using maps with minimal information then I move on to more detailed maps. I also use the maps to teach community or classroom vocabulary while teaching locations and how to give directions to locations.

Get your premade community maps here!

ASL 1

In ASL 1 in the 3rd unit, I begin to teach about school and the buildings you will find on campus and their locations. I start by teaching the locations vocabulary in the classroom since it is a smaller space and easier to maneuver in. I can walk around the room to the actual location. After students feel comfortable giving directions in the classroom, we move to the campus using a school map. Since the campus is familiar to them, I am never 100% sure they understand what I am saying or if they just know the layout. Since they have the vocabulary for locations and prepositions, I add in different maps to check their knowledge of vocabulary and signer’s perspective.

ASL 2

In ASL 2, I teach about the community and giving directions to a location in the real world. Again I use a variety of maps that start small and become more detailed. I start with an intersection and things that are on the corner. Then I have students work with a city block using locations from the corner or a commonly known place. After that, I add a more detailed map into the mix like a map with several intersections and maps with layouts that are more than just a grid.

Students can use the maps to practice real-world tasks like giving a reason and asking for directions. For example:

Student A: I am new in town and my car broke down. Where can I find a mechanic?

Student B: There is an autobody store on the corner of Oak and Olive. Do you know where McDonald’s is? It is next to it.

What to do with maps

Maps can provide invaluable interpretive activities and interpersonal communication. Here are a few ways to incorporate maps into your classroom.

1. Give a map to the students and a starting point. Give directions to locations and have students number the map.
2. Talk about who lives in the neighborhood by describing where a house is located and who lives there. Students can write down information who lives in the house.
3. Give students a map of the large cities in the US or the world. You can get these while you are on vacation…keep them. Have students plan their trip and where they would go in the city. This is a great activity to practice directions but also recycle old vocabulary like money and transportation.
4. Students can create their own town and describe it to a partner. The partner can draw the town. Students can compare images at the end.
5. Students can use maps of different countries to talk about the main attractions to tourists and add in vocabulary review for clothing of that country, food of that country, and even cultural traditions of that country.
6. Students can use travel maps of major cities to compare and contrast their own town to that of the target city. This can be a city in the US or a city in another country.
7. Use small cars or people as manipulatives to move around the maps while practicing directions. Use the cars to “drive” to a location. Or use character figurines to walk from place to place in the city or on the school campus.

Using maps can be fun for students. It gives them a manipulative to work with and adds a change to the daily routine. Have fun teaching map skills.

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