Recognizing and Validating American Sign Language
as a Legitimate Language
as a Legitimate Language
In Utah during the 1960s and 1970s, oralism and mainstreaming gained popularity, while American Sign Language (ASL) emerged as the primary language within the American Deaf community (Lucas & Valli, 1992; Stokoe, 1960). Research in linguistics has firmly shown that ASL is a legitimate language (Klima & Bellugi, 1979; Wilcox & Peyton, 1999). The linguists discovered that ASL had its own grammar, phonology, morphology, semantics, syntax, and pragmatics (Stokoe, 1960). It satisfies all universally recognized criteria for a human language.
In the 1950s, Dr. William C. Stokoe, a hearing professor of English at Gallaudet College and a linguistic researcher, was the first to question whether American Sign Language was a true language. While at Gallaudet, he became intrigued by the graceful signing used by students outside the classroom. This interest led him to study linguistics, focusing particularly on the language of students who had Deaf parents. Despite facing disapproval from Gallaudet and ridicule from both Deaf and hearing colleagues, he persevered in his research (Erting et al., 1989). In 1960, he published a groundbreaking paper called "Sign Language Structure," in which he said that ASL is a real language, just like any other spoken language. His work later demonstrated that ASL is a complex, three-dimensional language (Stokoe, Casterline, & Croneberg, 1965).
In the 1950s, Dr. William C. Stokoe, a hearing professor of English at Gallaudet College and a linguistic researcher, was the first to question whether American Sign Language was a true language. While at Gallaudet, he became intrigued by the graceful signing used by students outside the classroom. This interest led him to study linguistics, focusing particularly on the language of students who had Deaf parents. Despite facing disapproval from Gallaudet and ridicule from both Deaf and hearing colleagues, he persevered in his research (Erting et al., 1989). In 1960, he published a groundbreaking paper called "Sign Language Structure," in which he said that ASL is a real language, just like any other spoken language. His work later demonstrated that ASL is a complex, three-dimensional language (Stokoe, Casterline, & Croneberg, 1965).
Dr. William C. Stokoe Jr. Source: Wikipedia.org
William's efforts laid the foundation for a new wave of linguistic studies on sign languages, promoting respect for Deaf culture and communities. This work contributed to a growing appreciation for Deaf culture and the Deaf community, which eventually led to a movement to reintroduce ASL into educational settings (Erting et al., 1989).
Sign Language and The Deaf Community by William C. Stokoe
The recognition of American Sign Language (ASL) in Utah began with Dr. William "Bill" Vicars, a Deaf individual who played a pivotal role in its advancement. In November 1990, he attended the Utah Intercollegiate Assembly at the University of Utah, marking a significant moment for the Deaf community. Bill also earned a Bachelor of Arts degree from Weber State University (WSU), utilizing ASL as his second language throughout his studies. Additionally, he and his wife, Belinda, founded the Sign Language Studio, where they dedicated themselves to teaching ASL to others (Rees, UAD Bulletin, March 1993, p. 6).
Representatives from colleges across Utah proposed over 60 resolutions during the assembly. Bill put forward a resolution stating that ASL should be accepted to fulfill the Bachelor of Arts degree requirement for a foreign language and meet the language requirements for graduate school entrance at all of Utah's public institutions of higher education. This ASL resolution received top priority. Bill was actively seeking a state legislator to sponsor the ASL resolution (UAD Bulletin, December 1990).
Representatives from colleges across Utah proposed over 60 resolutions during the assembly. Bill put forward a resolution stating that ASL should be accepted to fulfill the Bachelor of Arts degree requirement for a foreign language and meet the language requirements for graduate school entrance at all of Utah's public institutions of higher education. This ASL resolution received top priority. Bill was actively seeking a state legislator to sponsor the ASL resolution (UAD Bulletin, December 1990).
Dr. William "Bill" Vicars. Source: lifeprint.com
However, there was opposition from WSU, Bill's alma mater. Dr. Robert Belka, the head of the foreign language department at Weber State University, opposed this resolution both in 1990 and earlier. During Bill's undergraduate years, he attempted to add ASL to WSU's list of accredited foreign languages while serving as the senator for students with physical disabilities. Robert argued against this inclusion, stating, "ASL is not recognized as a foreign language because it does not meet the four criteria inherent to a language: being able to hear it, read it, write it, and speak it." He believed that sound was "probably the most important" aspect of language, asserting, "If you take sound away from a symphony, you have nothing. Take away sound, and where's the beauty of language?" (UAD Bulletin, November 1990, p. 7).
Belinda "Bee" and William "Bill" Vicars. Source: Facebook
While Weber State University remained unwilling to recognize ASL as a foreign language, Brigham Young University (BYU) accepted it as an elective starting in the Fall of 1991, which satisfied the general education language requirement. Interestingly, ASL had already been a language course at BYU for over 10 years. Jack Rose, the coordinator of ASL at BYU, commented, "There was never a sufficient avenue for ASL to get serious consideration. We recommended it for many years, but until last year, it hadn't been proposed the way it should have been." Alan Keele, associate dean of Honors and General Education, noted that misunderstandings about ASL contributed to delays in its acceptance. He explained that many believed sign language did not qualify as a foreign language because it was not spoken. [However, what we recognized was] what constitutes a language is in the way you use it" (UAD Bulletin, March 1991, p. 2).
Jack Rose. Source: Instagram
In October 1991, the foreign language department at Weber State University officially accepted ASL as equivalent to a foreign language. However, Dr. Belka imposed two conditions for granting special foreign language credit to Deaf students who requested it. According to Robert, the conditions were that "the student must verify a 30% hearing loss in both ears or a 100% loss in one" through a certified audiologist and receive verification from an official agency that they are proficient in ASL at the intermediate level for survival skills (UAD Bulletin, October 1991, p. 6).
Bill was not satisfied with having only two universities in Utah that accepted ASL for foreign language credit. He decided to contact Utah Governor Norman H. Bangerter to seek support in persuading all Utah institutions of higher education to accept ASL. Governor Bangerter informed Bill that the Deputy Commissioner for Higher Education would revisit the discussion about granting credit for ASL as a foreign language later that fall (UAD Bulletin, October 1991, p. 6).
Bill was not satisfied with having only two universities in Utah that accepted ASL for foreign language credit. He decided to contact Utah Governor Norman H. Bangerter to seek support in persuading all Utah institutions of higher education to accept ASL. Governor Bangerter informed Bill that the Deputy Commissioner for Higher Education would revisit the discussion about granting credit for ASL as a foreign language later that fall (UAD Bulletin, October 1991, p. 6).
Utah Governor Norman H. Bangerter. Source: wikipedia.org
In 1994, the Utah Senate made a significant advancement for the Deaf community by passing Senate Bill 42, which was backed by a growing advocacy for linguistic research and rights. This historic legislation recognized American Sign Language (ASL) as a fully developed, autonomous natural language with its own unique grammar and syntax. Importantly, it established ASL's equal status alongside other languages in all public institutions of higher education throughout the state (Utah State Legislature, 1994; Guerrero, UAD Bulletin, May 1994).
On March 2, 1994, Governor Michael O. Leavitt signed the bill into law (Mortensen, UAD Bulletin, April 1994). It's worth noting that his cousin, Gary L. Leavitt, is deaf and married to Shirley Christensen, who is a child of Deaf adults (Jean Greenwood Thomas, personal communication, May 1, 2026). Additional details on Senate Bill 42, as well as information on Senate Bill 41—which pertains to the certification of ASL interpreters—can be found in the section titled "The Enactment of Senate Bill 41: Mandating Certification for American Sign Language (ASL) Interpreters and Senate Bill 42: Recognizing ASL as an Official Language."
On March 2, 1994, Governor Michael O. Leavitt signed the bill into law (Mortensen, UAD Bulletin, April 1994). It's worth noting that his cousin, Gary L. Leavitt, is deaf and married to Shirley Christensen, who is a child of Deaf adults (Jean Greenwood Thomas, personal communication, May 1, 2026). Additional details on Senate Bill 42, as well as information on Senate Bill 41—which pertains to the certification of ASL interpreters—can be found in the section titled "The Enactment of Senate Bill 41: Mandating Certification for American Sign Language (ASL) Interpreters and Senate Bill 42: Recognizing ASL as an Official Language."
Utah Governor Michael O. Leavitt. Source: wikipedia.org
Robert argued that the legislation did not change ASL's status at WSU. In contrast, Senator Brent C. Richards, who sponsored the bill, was surprised that any public educational institution would think the bill would leave them unaffected. "This bill will absolutely affect every institution of higher education in Utah," he emphasized (Guerrero, UAD Bulletin, May 1994, p. 3).
Bill Vicars, an ASL instructor and activist at Weber State University, viewed the legislation as a significant victory for the Deaf community and ASL supporters in Utah. He remarked, "When the legislation passed, there was a feeling of vindication that what we had been saying all along was now being recognized—not just by linguists, but by members of the general community" (Guerrero, UAD Bulletin, May 1994, p. 3).
Robert opposed granting ASL the status of a foreign language because he believed that students learning ASL could not travel abroad to communicate with Deaf citizens of other countries, as each country has its own signed language. In contrast, students learning Spanish or German could easily converse with native speakers while traveling in those countries. This belief was at the core of Robert's disapproval of ASL (Guerrero, UAD Bulletin, May 1994, p. 3). In his view, the primary purpose of awarding foreign language credit was to encourage and facilitate communication among citizens of different countries. He felt that sign languages did not meet that criterion.
Despite some objections regarding the situation at Weber State University, ASL is now offered at several local postsecondary institutions in Utah. Deaf individuals are reclaiming ASL as their birthright, recognizing it as their natural language, which was denied to them in the school system for over a century. In January 2008, the National Association of the Deaf (NAD) reaffirmed its position that acquiring language from birth is a fundamental human right. The NAD stated that Deaf infants and children should have the opportunity to acquire and develop proficiency in ASL as early as possible, as outlined in its 2008 Position Statement on American Sign Language.
Bill Vicars, an ASL instructor and activist at Weber State University, viewed the legislation as a significant victory for the Deaf community and ASL supporters in Utah. He remarked, "When the legislation passed, there was a feeling of vindication that what we had been saying all along was now being recognized—not just by linguists, but by members of the general community" (Guerrero, UAD Bulletin, May 1994, p. 3).
Robert opposed granting ASL the status of a foreign language because he believed that students learning ASL could not travel abroad to communicate with Deaf citizens of other countries, as each country has its own signed language. In contrast, students learning Spanish or German could easily converse with native speakers while traveling in those countries. This belief was at the core of Robert's disapproval of ASL (Guerrero, UAD Bulletin, May 1994, p. 3). In his view, the primary purpose of awarding foreign language credit was to encourage and facilitate communication among citizens of different countries. He felt that sign languages did not meet that criterion.
Despite some objections regarding the situation at Weber State University, ASL is now offered at several local postsecondary institutions in Utah. Deaf individuals are reclaiming ASL as their birthright, recognizing it as their natural language, which was denied to them in the school system for over a century. In January 2008, the National Association of the Deaf (NAD) reaffirmed its position that acquiring language from birth is a fundamental human right. The NAD stated that Deaf infants and children should have the opportunity to acquire and develop proficiency in ASL as early as possible, as outlined in its 2008 Position Statement on American Sign Language.
Promoting the American Sign Language Program
in Higher Education in Utah
in Higher Education in Utah
The controversy surrounding oral and sign language education in Utah continued into the 1960s and 1970s. During this period, American Sign Language (ASL) was officially recognized as a distinct language in the 1960s. In the 1980s, Dr. Robert "Bob" G. Sanderson, a prominent Deaf leader of the Deaf community and a former director of the Utah Community Center for the Deaf, emerged as a key champion of change in higher education, advocating language acquisition and broader acceptance of ASL. His advocacy aimed to improve access to communication and language for the Utah Deaf community, resulting in significant accomplishments (Trotter, The Ogden Standard-Examiner, January 2, 2011). This shift not only enhanced educational programs but also fostered a better understanding of Deaf culture among hearing individuals. As awareness grew, more ASL courses were introduced at educational institutions across the nation, leading to improved social integration and increased advocacy for Deaf rights.
Dr. Robert G. Sanderson. Photo courtesy of the Sanderson Community Center
Gene D. Stewart, a Child of Deaf Adults and former director of the Utah Community Center for the Deaf, observed that after the release of the movie "Children of a Lesser God" in 1986, the enrollment in American Sign Language classes at the University of Utah doubled. In response to this increased interest, Bob and Gene traveled to Washington, D.C., to receive training on how to advocate for universities to recognize sign language as a foreign language, similar to German, French, or Spanish. When they proposed adding sign language classes to the University of Utah, a representative from the Language Department responded harshly, stating, "We will never, ever accept that 'monkey language' at this university!" (Stewart, DSDHH Newsletter, April 2012). Despite facing significant opposition, they remained committed to their mission.
Gene D. Stewart. Photo courtesy of the Sanderson Community Center
A year later, Bob and Gene returned to the university, where they taught courses related to Deaf studies. Bob arrived with a stack of books that demonstrated the validity of ASL as a legitimate language. The new department head looked at them and said, "No need for that; we are ready to accept ASL in our department" (Stewart, DSDHH Newsletter, April 2012). This decision marked a significant milestone for both students and faculty, paving the way for a more inclusive educational environment. With ASL formally recognized, Bob and Gene felt a renewed sense of hope for future generations of students who would benefit from a truly diverse curriculum.
Children of a Lesser God. Source: tvtropes.org
Today, the University of Utah continues to offer ASL classes for students wishing to fulfill their foreign language requirement (Stewart, DSDHH Newsletter, April 2012). This progressive shift in policy not only highlights the importance of inclusivity in education but also reflects a growing recognition of diverse communication methods. As a result, the university has seen an increase in enrollment in ASL courses, fostering a greater understanding and appreciation of the Deaf community among students.
Communication Breakthrough. Source: The Ogden Standard-Examiner, October 17, 1986.
The Enactment of Senate Bill 41:
Mandating Certification for American Sign
Language Interpreters and Senate Bill 42:
Recognizing ASL as an Official Language
Mandating Certification for American Sign
Language Interpreters and Senate Bill 42:
Recognizing ASL as an Official Language
Jean Greenwood Thomas, the child of a Deaf adult and an interpreter, has been a pioneer in establishing American Sign Language (ASL) as a foreign language in high schools. Her vision has inspired educators and policymakers alike. In 1987 Utah became the first state to offer ASL courses in high schools, a significant milestone achieved through her efforts. This groundbreaking initiative gained momentum, prompting other states to adopt similar programs.
Her advocacy also led to the enactment of state laws that enhance recognition and support for ASL in our society. In 1994, Utah passed Senate Bill 41, which mandates formal certification for ASL interpreters. This ensures that individuals providing interpretation services are adequately trained and qualified, taking a crucial step toward improving communication access for the Deaf community in Utah.
Alongside this, Senate Bill 42 officially recognized ASL as an official foreign language in secondary and postsecondary institutions, promoting accessibility and inclusivity for the Utah Deaf community. This designation not only acknowledges the rich cultural heritage of the Deaf community but also promotes greater inclusivity and accessibility in public services, education, and everyday interactions.
By passing these bills, lawmakers highlight the value of ASL and demonstrate their commitment to creating an environment that respects all forms of communication. These measures represent a crucial step forward in advocating for Deaf accessibility rights and highlight the necessity of equitable treatment and recognition of ASL in our society. This pivotal legislation serves as a key example for other states and reflects Utah's dedication to the Deaf community. The positive effects of these laws continue to benefit Deaf individuals today, marking substantial progress toward equality and representation.
The effort to establish an ASL class at Ogden High School began in the Fall of 1986. This initiative was spearheaded by Jean, who joined the Ogden City School District in the Spring of 1986 to work as an interpreter for a Deaf student. This student encountered social challenges due to communication barriers with peers who did not know ASL.
Her advocacy also led to the enactment of state laws that enhance recognition and support for ASL in our society. In 1994, Utah passed Senate Bill 41, which mandates formal certification for ASL interpreters. This ensures that individuals providing interpretation services are adequately trained and qualified, taking a crucial step toward improving communication access for the Deaf community in Utah.
Alongside this, Senate Bill 42 officially recognized ASL as an official foreign language in secondary and postsecondary institutions, promoting accessibility and inclusivity for the Utah Deaf community. This designation not only acknowledges the rich cultural heritage of the Deaf community but also promotes greater inclusivity and accessibility in public services, education, and everyday interactions.
By passing these bills, lawmakers highlight the value of ASL and demonstrate their commitment to creating an environment that respects all forms of communication. These measures represent a crucial step forward in advocating for Deaf accessibility rights and highlight the necessity of equitable treatment and recognition of ASL in our society. This pivotal legislation serves as a key example for other states and reflects Utah's dedication to the Deaf community. The positive effects of these laws continue to benefit Deaf individuals today, marking substantial progress toward equality and representation.
The effort to establish an ASL class at Ogden High School began in the Fall of 1986. This initiative was spearheaded by Jean, who joined the Ogden City School District in the Spring of 1986 to work as an interpreter for a Deaf student. This student encountered social challenges due to communication barriers with peers who did not know ASL.
Jean Greenwood Thomas. Photo provided by Jean Greenwood Thomas
As the 1986-1987 school year commenced, Jean collaborated with Deaf community members and the Ogden School District administration to identify ways to create a communication-friendly environment that included the Deaf student. This initiative involved developing a curriculum for the ASL class and training staff on Deaf culture and effective communication strategies.
In the Fall of 1986, Jean met with Dr. Robert G. Sanderson to determine whether the Deaf Community would support the ASL class and whether he was confident in her ability to effectively teach ASL. After receiving Dr. Sanderson's endorsement, she approached her boss, Dr. Cyrus Freston, who was the Special Education Director in the Ogden School District. Notably, both of Dr. Freston's parents, Cyrus and Lillian Freston, were deaf. Jean sought Dr. Freston's permission to teach an ASL class so that the Deaf student at Ogden High School could feel included.
Cyrus Freston agreed to allow a Deaf student and Jean to teach a sign language class to create a more socially friendly environment for both Deaf and hearing students. Jean then shared her vision with Larry Leatham, assistant principal of Ogden High School, who managed the junior class and its coursework. Larry liked the idea and presented it to the high principal, Santiago Sandoval. Both Larry Leatham and Santiago Sandoval expressed enthusiasm for the proposal and recommended its approval as an elective course.
The next step was to gain approval from the Ogden City School District's School Board, which agreed to implement the course on a trial basis for the spring quarter of the 1987 school year. Enrollment for the ASL course opened, and over 200 students applied for the trial class. The spring course was successful, leading both the student body and the Ogden High School administration to advocate for its continuation in the following school year.
In the fall of the 1987–1988 school year, an ASL class was added to each trimester schedule, held in the ROTC building located across from the main school building. Jane Rendstrom, the public relations representative for the Ogden City School District, began enthusiastically advertising the new class. During a visit to Jean's class in the ROTC building, she observed Jean introducing the concept of Deaf-Blind issues and facilitating an engaging activity to help students better understand the challenges faced by individuals with this condition. Using earplugs and blindfolds, students took turns role-playing as leaders and Deaf-Blind individuals, assisting one another in the process.
Jane Rendstrom's husband, Darrell Rendstrom, served as a legislator. Jane invited media representatives to witness the new ASL class offered at Ogden High School. Following the media spotlight on the class, Annette Thorup Tull, who grew up with Deaf parents, congratulated Jean, recognizing her pivotal role in raising the visibility of ASL and garnering support for a future state-funded interpreter training program. As a result of this success, discussions began with SLCC about funding an interpreter training program during the legislative discussion group in 1993.
In the Fall of 1986, Jean met with Dr. Robert G. Sanderson to determine whether the Deaf Community would support the ASL class and whether he was confident in her ability to effectively teach ASL. After receiving Dr. Sanderson's endorsement, she approached her boss, Dr. Cyrus Freston, who was the Special Education Director in the Ogden School District. Notably, both of Dr. Freston's parents, Cyrus and Lillian Freston, were deaf. Jean sought Dr. Freston's permission to teach an ASL class so that the Deaf student at Ogden High School could feel included.
Cyrus Freston agreed to allow a Deaf student and Jean to teach a sign language class to create a more socially friendly environment for both Deaf and hearing students. Jean then shared her vision with Larry Leatham, assistant principal of Ogden High School, who managed the junior class and its coursework. Larry liked the idea and presented it to the high principal, Santiago Sandoval. Both Larry Leatham and Santiago Sandoval expressed enthusiasm for the proposal and recommended its approval as an elective course.
The next step was to gain approval from the Ogden City School District's School Board, which agreed to implement the course on a trial basis for the spring quarter of the 1987 school year. Enrollment for the ASL course opened, and over 200 students applied for the trial class. The spring course was successful, leading both the student body and the Ogden High School administration to advocate for its continuation in the following school year.
In the fall of the 1987–1988 school year, an ASL class was added to each trimester schedule, held in the ROTC building located across from the main school building. Jane Rendstrom, the public relations representative for the Ogden City School District, began enthusiastically advertising the new class. During a visit to Jean's class in the ROTC building, she observed Jean introducing the concept of Deaf-Blind issues and facilitating an engaging activity to help students better understand the challenges faced by individuals with this condition. Using earplugs and blindfolds, students took turns role-playing as leaders and Deaf-Blind individuals, assisting one another in the process.
Jane Rendstrom's husband, Darrell Rendstrom, served as a legislator. Jane invited media representatives to witness the new ASL class offered at Ogden High School. Following the media spotlight on the class, Annette Thorup Tull, who grew up with Deaf parents, congratulated Jean, recognizing her pivotal role in raising the visibility of ASL and garnering support for a future state-funded interpreter training program. As a result of this success, discussions began with SLCC about funding an interpreter training program during the legislative discussion group in 1993.
Annette May Thorup Tull. Source: FamilySearch.org
Jean developed a curriculum that included topics such as Deaf History, Gallaudet University, types of hearing loss, including hereditary deafness, Deaf-Blind education, teaching methodologies, and the Milan Conference, and introduced members of the Deaf community to the class. As a result, the ASL class quickly gained popularity, prompting the school and district to consider adding two additional classes at Ogden High School and one at Ben Lomond High School. Cy Freston stated that he could only support the costs associated with the students' interpreter education and allowed funding to be extended while Jean continued interpreting for Deaf students in other classes. Unfortunately, the class at Ben Lomond High School was not funded.
In 1988, as ASL classes began to gain popularity, Winnifred Ospitile, the Vocational Education Director for the Ogden District, faced a significant challenge: determining if the K-12 setting in the state of Utah's vocational department would support an ASL class for potential interpreters who could go and take higher education classes at Salt Lake Community College. To tackle this issue, she needed to engage with the state vocational education director and various district directors. However, many state directors were resistant to the ASL program, fearing they might lose funding for their current projects, which made it difficult for Winnifred to gain their support for the ASL class, as they prioritized existing programs over new initiatives. The debate over funding for the ASL course was intense, with Winnifred labeling it the toughest fight she had ever encountered to secure recognition and funding for ASL as a vocational course. Winnifred succeeded in having ASL adopted as a State-funded vocational education course; the ASL course was then funded in the 1988-89 school year.
Gradually, the districts began to reconsider their positions on ASL, influenced by growing evidence of its benefits for students and the potential for increased funding. Winnifred's steadfast determination ultimately resulted in ASL being recognized as a vocational subject. It was officially recognized as a foreign language in 1994 through Senate Bill 42. Subsequently, the ASL class received approval, allowing for the implementation of two-semester classes in the following school year. Cathy Platt was appointed as the interpreter for Deaf students, enabling Jean to focus on teaching ASL classes effectively. This achievement also paved the way for funding the interpreter training program at Salt Lake Community College, in line with the efforts of the 1993 State Legislature Study Group to establish ASL as a foreign language and secure that funding (Jean Greenwood Thomas, personal communication, May 1, 2026).
In 1993, the state legislature formed a study group to explore various aspects of ASL certification for interpreters and ASL teaching. The group focused on several key areas, including the certification process, enforcement, and the definition of what constitutes a qualified interpreter. They established minimum standards for interpreters working in various settings, including elementary, high school, and postsecondary schools in Utah, as well as in community interpreting and legal and medical settings. The team also worked to recruit qualified interpreters and provide them with the training they needed. One of their initiatives involved teaching ASL as a foreign language in Utah (Jensen, DSDHH Newsletter, May 1993).
Jean played a crucial role in the State Legislature Study Group, which established a formal interpreter training program and gained official recognition of ASL as a foreign language. She advocated for regulations requiring only qualified individuals to teach ASL in schools, thereby significantly elevating its importance in education. Her tireless efforts were key in achieving the recognition of ASL as a high school foreign language. Jean's dedication to integrating ASL into educational programs has had a lasting impact.
In addition to Jean, several Deaf individuals, including W. David Mortensen, president of the Utah Association for the Deaf; Kristi Lee Mortensen; W. David Samuelsen; and Dr. Robert Sanderson, actively lobbied for Senate Bills 41 and 42, which significantly empowered the Utah Deaf community (W. David Samuelsen, personal communication, December 14, 2024).
In 1988, as ASL classes began to gain popularity, Winnifred Ospitile, the Vocational Education Director for the Ogden District, faced a significant challenge: determining if the K-12 setting in the state of Utah's vocational department would support an ASL class for potential interpreters who could go and take higher education classes at Salt Lake Community College. To tackle this issue, she needed to engage with the state vocational education director and various district directors. However, many state directors were resistant to the ASL program, fearing they might lose funding for their current projects, which made it difficult for Winnifred to gain their support for the ASL class, as they prioritized existing programs over new initiatives. The debate over funding for the ASL course was intense, with Winnifred labeling it the toughest fight she had ever encountered to secure recognition and funding for ASL as a vocational course. Winnifred succeeded in having ASL adopted as a State-funded vocational education course; the ASL course was then funded in the 1988-89 school year.
Gradually, the districts began to reconsider their positions on ASL, influenced by growing evidence of its benefits for students and the potential for increased funding. Winnifred's steadfast determination ultimately resulted in ASL being recognized as a vocational subject. It was officially recognized as a foreign language in 1994 through Senate Bill 42. Subsequently, the ASL class received approval, allowing for the implementation of two-semester classes in the following school year. Cathy Platt was appointed as the interpreter for Deaf students, enabling Jean to focus on teaching ASL classes effectively. This achievement also paved the way for funding the interpreter training program at Salt Lake Community College, in line with the efforts of the 1993 State Legislature Study Group to establish ASL as a foreign language and secure that funding (Jean Greenwood Thomas, personal communication, May 1, 2026).
In 1993, the state legislature formed a study group to explore various aspects of ASL certification for interpreters and ASL teaching. The group focused on several key areas, including the certification process, enforcement, and the definition of what constitutes a qualified interpreter. They established minimum standards for interpreters working in various settings, including elementary, high school, and postsecondary schools in Utah, as well as in community interpreting and legal and medical settings. The team also worked to recruit qualified interpreters and provide them with the training they needed. One of their initiatives involved teaching ASL as a foreign language in Utah (Jensen, DSDHH Newsletter, May 1993).
Jean played a crucial role in the State Legislature Study Group, which established a formal interpreter training program and gained official recognition of ASL as a foreign language. She advocated for regulations requiring only qualified individuals to teach ASL in schools, thereby significantly elevating its importance in education. Her tireless efforts were key in achieving the recognition of ASL as a high school foreign language. Jean's dedication to integrating ASL into educational programs has had a lasting impact.
In addition to Jean, several Deaf individuals, including W. David Mortensen, president of the Utah Association for the Deaf; Kristi Lee Mortensen; W. David Samuelsen; and Dr. Robert Sanderson, actively lobbied for Senate Bills 41 and 42, which significantly empowered the Utah Deaf community (W. David Samuelsen, personal communication, December 14, 2024).
W. David Mortensen. Photo from private collection of David and Shanna Mortensen
To ensure the passage of Senate Bill 42, which officially recognized ASL as a foreign language, Jean collaborated with educators and administrators, including Cy Freston, Santiago Sandoval, and Larry Leatham, to advocate for its recognition. During the 1994 legislative session, she collaborated with legislators such as Senator Joseph Hull, House Member John Arrington, and Representative Darrel Renstrom to support Senate Bill 42.
In her testimony before the legislative committee, Jean highlighted the growing popularity of ASL and the need for qualified instructors. She expressed concern about the risks associated with unqualified individuals who falsely claimed to know ASL and attempted to teach it. Such actions would lead to miscommunication and hinder students' learning. Jean emphasized the importance of providing training for ASL students from high school programs who possess some ASL skills and wish to become certified interpreters or teach ASL classes in secondary and postsecondary education settings. Her goal was to have Deaf individuals teach courses at high school, college, and university levels (Jean Greenwood Thomas, personal communication, May 1, 2026).
Jean was a key advocate from the beginning for the Senate bills that led to the successful passage of Senate Bill 41, which was supported by the Utah Association for the Deaf in collaboration with the state. This important legislation aimed to certify and train interpreters, with essential funding allocated to incorporate this training into the curriculum at Salt Lake Community College. The efforts of the association's president, Dave Mortensen, and Annette Thorup Tull, an instructor in the Interpreter Training Program, were instrumental as they tirelessly navigated the bill through the legislative process. It is important to note that without the Deaf community, Senate Bill 41 would not have passed.
Senate Bill 42 recognized ASL as a foreign language in both secondary and postsecondary education settings. This landmark legislation significantly strengthened the presence of ASL and Deaf culture within educational settings.
Despite facing a narrowly contested vote in the Senate, Senate Bill 41 has profoundly improved interpreting services, greatly enhancing communication accessibility for Deaf individuals, particularly following the passage of the Americans with Disabilities Act (ADA) in 1990 (Mortensen, UAD Bulletin, February 1994; Kinney, UAD Bulletin, April 1994).
During the 1994 Utah State legislative session, the Utah Association for the Deaf and the Utah Registry of Interpreters for the Deaf collaborated to support House Bill 161, sponsored by Mel Brown. Their advocacy and lobbying efforts led to the passage of Senate Bills 41 and 42, which established the State Legislature Task Force. This achievement marked an important turning point in Utah's history of interpreting services and the recognition of ASL as a foreign language, highlighting the effectiveness of collaboration in achieving shared goals.
The Utah State Board of Education quickly formed a committee to implement these approved bills. This committee, established just two months before the start of the 1994 school year, included members from the teaching staff, language specialists, certification authorities, and two Deaf representatives, Bruce Eyre and David Samuelsen, along with interpreter Dale Boam (W. David Samuelsen, personal communication, December 14, 2024).
In 1995, the K-12 foreign language department of the Utah State Department of Education, led by state director Joan Patterson, convened with high school teachers to establish a standard curriculum for ASL. The group included Jean Greenwood Thomas from Utah Schools for the Deaf; Annette Thorup Tull, who taught at Jordan High School; Sandra Link from Orem High School; Susan Perkins, whose father, Lloyd H. Perkins, one of the local Deaf prominent leaders, taught at Cottonwood High School; and Tammy Moon, who taught at Roy High School, among others. During the meeting, a comment was made that the ASL program had significantly impacted Ogden High's French program. However, Jean Thomas, who was employed there, clarified that the decline in the French program was not due to the popularity of ASL; rather, it faced challenges for unrelated reasons during the years 1992 to 1994 (Jean Greenwood Thomas, personal communication, May 1, 2026).
Without the contributions of Dave Mortensen, Kristi Lee Mortensen, W. David Samuelsen, Dr. Robert Sanderson, Jean Greenwood Thomas, and Annette Thorup Tull, the Interpreter Training Program at Salt Lake Community College would not exist today. Legally, interpreting agencies must now train, utilize, and advance competent interpreters for Deaf and hard-of-hearing individuals. Dave's influence created a legacy that encourages interpreters to engage in professional development (UAD Bulletin, July 2003). Jean and Kristi Lee, also members of the task force, played pivotal roles in supporting the approval of Senate Bills 41 and 42 during the 1993 State Legislature Study Group (Mortensen, UAD Bulletin, April 1994). Jean believes that in 1986, the high school ASL course at Ogden High School was offered at an opportune time, and place, providing essential ASL exposure and opportunities for Utah high schools to gain recognition in the field of education and their contribution to the great languages of the world (Jean Greenwood Thomas, personal communication, May 1, 2026).
Utah made history by becoming the first state to pass legislation requiring certified interpreters and officially recognizing American Sign Language (ASL) as a foreign language, through the enactment of Senate Bills 41 and 42. This groundbreaking legislation has had a positive impact on the Deaf community in Utah by enhancing access to certified interpreters in various settings and by providing better support for ASL as a foreign language within the state's education system. The bills were signed into law by Governor Michael O. Leavitt on March 2, 1994 (Mortensen, UAD Bulletin, April 1994).
In her testimony before the legislative committee, Jean highlighted the growing popularity of ASL and the need for qualified instructors. She expressed concern about the risks associated with unqualified individuals who falsely claimed to know ASL and attempted to teach it. Such actions would lead to miscommunication and hinder students' learning. Jean emphasized the importance of providing training for ASL students from high school programs who possess some ASL skills and wish to become certified interpreters or teach ASL classes in secondary and postsecondary education settings. Her goal was to have Deaf individuals teach courses at high school, college, and university levels (Jean Greenwood Thomas, personal communication, May 1, 2026).
Jean was a key advocate from the beginning for the Senate bills that led to the successful passage of Senate Bill 41, which was supported by the Utah Association for the Deaf in collaboration with the state. This important legislation aimed to certify and train interpreters, with essential funding allocated to incorporate this training into the curriculum at Salt Lake Community College. The efforts of the association's president, Dave Mortensen, and Annette Thorup Tull, an instructor in the Interpreter Training Program, were instrumental as they tirelessly navigated the bill through the legislative process. It is important to note that without the Deaf community, Senate Bill 41 would not have passed.
Senate Bill 42 recognized ASL as a foreign language in both secondary and postsecondary education settings. This landmark legislation significantly strengthened the presence of ASL and Deaf culture within educational settings.
Despite facing a narrowly contested vote in the Senate, Senate Bill 41 has profoundly improved interpreting services, greatly enhancing communication accessibility for Deaf individuals, particularly following the passage of the Americans with Disabilities Act (ADA) in 1990 (Mortensen, UAD Bulletin, February 1994; Kinney, UAD Bulletin, April 1994).
During the 1994 Utah State legislative session, the Utah Association for the Deaf and the Utah Registry of Interpreters for the Deaf collaborated to support House Bill 161, sponsored by Mel Brown. Their advocacy and lobbying efforts led to the passage of Senate Bills 41 and 42, which established the State Legislature Task Force. This achievement marked an important turning point in Utah's history of interpreting services and the recognition of ASL as a foreign language, highlighting the effectiveness of collaboration in achieving shared goals.
The Utah State Board of Education quickly formed a committee to implement these approved bills. This committee, established just two months before the start of the 1994 school year, included members from the teaching staff, language specialists, certification authorities, and two Deaf representatives, Bruce Eyre and David Samuelsen, along with interpreter Dale Boam (W. David Samuelsen, personal communication, December 14, 2024).
In 1995, the K-12 foreign language department of the Utah State Department of Education, led by state director Joan Patterson, convened with high school teachers to establish a standard curriculum for ASL. The group included Jean Greenwood Thomas from Utah Schools for the Deaf; Annette Thorup Tull, who taught at Jordan High School; Sandra Link from Orem High School; Susan Perkins, whose father, Lloyd H. Perkins, one of the local Deaf prominent leaders, taught at Cottonwood High School; and Tammy Moon, who taught at Roy High School, among others. During the meeting, a comment was made that the ASL program had significantly impacted Ogden High's French program. However, Jean Thomas, who was employed there, clarified that the decline in the French program was not due to the popularity of ASL; rather, it faced challenges for unrelated reasons during the years 1992 to 1994 (Jean Greenwood Thomas, personal communication, May 1, 2026).
Without the contributions of Dave Mortensen, Kristi Lee Mortensen, W. David Samuelsen, Dr. Robert Sanderson, Jean Greenwood Thomas, and Annette Thorup Tull, the Interpreter Training Program at Salt Lake Community College would not exist today. Legally, interpreting agencies must now train, utilize, and advance competent interpreters for Deaf and hard-of-hearing individuals. Dave's influence created a legacy that encourages interpreters to engage in professional development (UAD Bulletin, July 2003). Jean and Kristi Lee, also members of the task force, played pivotal roles in supporting the approval of Senate Bills 41 and 42 during the 1993 State Legislature Study Group (Mortensen, UAD Bulletin, April 1994). Jean believes that in 1986, the high school ASL course at Ogden High School was offered at an opportune time, and place, providing essential ASL exposure and opportunities for Utah high schools to gain recognition in the field of education and their contribution to the great languages of the world (Jean Greenwood Thomas, personal communication, May 1, 2026).
Utah made history by becoming the first state to pass legislation requiring certified interpreters and officially recognizing American Sign Language (ASL) as a foreign language, through the enactment of Senate Bills 41 and 42. This groundbreaking legislation has had a positive impact on the Deaf community in Utah by enhancing access to certified interpreters in various settings and by providing better support for ASL as a foreign language within the state's education system. The bills were signed into law by Governor Michael O. Leavitt on March 2, 1994 (Mortensen, UAD Bulletin, April 1994).
Kristi Lee Mortensen. Source: UAD Bulletin
According to View Magazine, in 2015, Utah was the first state in the United States to pass a law requiring state certification for all interpreters. While the rest of the states did not have their own certification requirements, they were required to comply with the Registry of Interpreters for the Deaf's guidelines. This was a crucial step in guaranteeing the Utah Deaf community's access to high-quality interpreting services provided by highly qualified interpreters. Utah is fortunate to have highly qualified professional interpreters who can provide excellent service to the Deaf community.
Jean reflected on the collaborative efforts of various individuals in promoting ASL and supporting the Deaf community. Dave Mortensen and his Deaf daughter, Kristi Lee focused on advancing legislation, while Dr. Robert Sanderson worked to achieve state and national recognition for ASL. Annette Tull was committed to creating a long-lasting interpreter training program for colleges. While teaching ASL at Brigham Young University, Jack Rose was also training missionaries for The Church of Jesus Christ of Latter-day Saints, and Bill Vicars was creating a homegrown ASL studio course for community members. Meanwhile, Jean engaged in preparing a group of high school students to foster a Deaf-friendly environment for Deaf students being mainstreamed into public schools, encouraging these students to consider interpreting as a career.
The ASL program in Ogden City received significant interest and support following its coverage on television and in newspapers. This momentum contributed to the passing of House Bills 41 and 42 (Jean Greenwood Thomas, personal communication, May 1, 2016).
In a reflection from 2011, Dr. Robert Sanderson expressed great satisfaction with the progress achieved, noting, "By the year 2000, colleges and universities all over the United States finally recognized that sign language is a legitimate language" (Trotter, The Ogden Standard-Examiner, January 2, 2011). This acknowledgment led to increased support for ASL programs, enhancing the educational experience for both Deaf and hearing students. As institutions adapted their curricula, they began to create a more inclusive environment that celebrated linguistic diversity and cultural awareness.
Jean reflected on the collaborative efforts of various individuals in promoting ASL and supporting the Deaf community. Dave Mortensen and his Deaf daughter, Kristi Lee focused on advancing legislation, while Dr. Robert Sanderson worked to achieve state and national recognition for ASL. Annette Tull was committed to creating a long-lasting interpreter training program for colleges. While teaching ASL at Brigham Young University, Jack Rose was also training missionaries for The Church of Jesus Christ of Latter-day Saints, and Bill Vicars was creating a homegrown ASL studio course for community members. Meanwhile, Jean engaged in preparing a group of high school students to foster a Deaf-friendly environment for Deaf students being mainstreamed into public schools, encouraging these students to consider interpreting as a career.
The ASL program in Ogden City received significant interest and support following its coverage on television and in newspapers. This momentum contributed to the passing of House Bills 41 and 42 (Jean Greenwood Thomas, personal communication, May 1, 2016).
In a reflection from 2011, Dr. Robert Sanderson expressed great satisfaction with the progress achieved, noting, "By the year 2000, colleges and universities all over the United States finally recognized that sign language is a legitimate language" (Trotter, The Ogden Standard-Examiner, January 2, 2011). This acknowledgment led to increased support for ASL programs, enhancing the educational experience for both Deaf and hearing students. As institutions adapted their curricula, they began to create a more inclusive environment that celebrated linguistic diversity and cultural awareness.
Robert G. Sanderson. Source: UAD Bulletin, Winter 1965
Notes
Jean Greenwood Thomas, personal communication, May 1, 2026.
W. David Samuelsen, personal communication, December 14, 2024.
W. David Samuelsen, personal communication, December 14, 2024.
References
“ASL As Foreign Language Requirement.” UAD Bulletin, vol. 15, no. 5 (October 1991): 6.
“ASL Credit at BYU.” UAD Bulletin, vol. 14, no. 10 (March 1991): 1-2.
“ASL Top Priority in Assembly.” UAD Bulletin, vol. 14, no. 7 (December 1990): 3.
Erting, Carol J, Johnson, Robert C., Smith, Dorothy L, & Snider, Bruce D. The Deaf Way: Perspectives from the International Conference on Deaf Culture: Papers. Washington, D.C.: Gallaudet University Press, 1989. http://books.google.com/books?id=bqJxAcmA9yEC&printsec=frontcover&dq=Deaf+bilingual+education+in+Sweden+and+Denmark+in+1981&source=gbs_sum mary_r&cad=0#PPR26,M1
Guerrero, Sharon. “New ASL Legislation Spark Debate at WSU. UAD Bulletin, v. 17, no. 12 (May 1994): 3.
Kinney, Valarie. “Highlights of the February Board Meeting.” UAD Bulletin, vol. 17, no. 10 (April 1994): 2.
Klima, Edward & Bellugi, Ursula. (Eds.). The Signs of Language. Cambridge, Mass: Harvard University Press, 1979 (4th floor and on reserve, HV2474.K53).
Lucas, Ceil & Valli, Clayton. “Language Contact in the American Deaf Community.” New York: Academic Press, 1992.
Mortensen, Kristi. “Thank you, Utah Legislature.” UAD Bulletin, vol. 17, no. 11 (April 1994): 1.
Rees, Kelly. “Sign Up – The Sign Language Studio.” UAD Bulletin, vol. 17, no. 10 (March 1993): 6.
Stewart, Gene. “Robert G. Sanderson – “Sandie.” DSDHH Newsletter (April 2012): 2-3.
Stokoe, William C., Casterline, Dorothy C. & Croneberg, Carl G. A Dictionary of American Sign Language on Linguistic Principles. Silver Spring, MD: Linstok Press, 1965.
Stokoe, William C. Sign Language Structure: An Outline of the Visual Communication System of the American Deaf. Studies in Linguistics: Occasional Papers 8. Buffalo: University of Buffalo, 1960. Reprinted 1976, Silver Spring, MD: Linstock Press.
Trotter, R. J. "Dr. Sanderson: An advocate for the Deaf." Ogden Standard-Examiner, January 2, 2011.
Wilcox, S. & Peyton, J.K. ERIC Clearinghouse on Languages and Linguistics. Washington DC, 1999.
“WSC Opposes ASL Credit.” UAD Bulletin, vol. 14, no. 6 (November 1990): 7.
“ASL Credit at BYU.” UAD Bulletin, vol. 14, no. 10 (March 1991): 1-2.
“ASL Top Priority in Assembly.” UAD Bulletin, vol. 14, no. 7 (December 1990): 3.
Erting, Carol J, Johnson, Robert C., Smith, Dorothy L, & Snider, Bruce D. The Deaf Way: Perspectives from the International Conference on Deaf Culture: Papers. Washington, D.C.: Gallaudet University Press, 1989. http://books.google.com/books?id=bqJxAcmA9yEC&printsec=frontcover&dq=Deaf+bilingual+education+in+Sweden+and+Denmark+in+1981&source=gbs_sum mary_r&cad=0#PPR26,M1
Guerrero, Sharon. “New ASL Legislation Spark Debate at WSU. UAD Bulletin, v. 17, no. 12 (May 1994): 3.
Kinney, Valarie. “Highlights of the February Board Meeting.” UAD Bulletin, vol. 17, no. 10 (April 1994): 2.
Klima, Edward & Bellugi, Ursula. (Eds.). The Signs of Language. Cambridge, Mass: Harvard University Press, 1979 (4th floor and on reserve, HV2474.K53).
Lucas, Ceil & Valli, Clayton. “Language Contact in the American Deaf Community.” New York: Academic Press, 1992.
Mortensen, Kristi. “Thank you, Utah Legislature.” UAD Bulletin, vol. 17, no. 11 (April 1994): 1.
Rees, Kelly. “Sign Up – The Sign Language Studio.” UAD Bulletin, vol. 17, no. 10 (March 1993): 6.
Stewart, Gene. “Robert G. Sanderson – “Sandie.” DSDHH Newsletter (April 2012): 2-3.
Stokoe, William C., Casterline, Dorothy C. & Croneberg, Carl G. A Dictionary of American Sign Language on Linguistic Principles. Silver Spring, MD: Linstok Press, 1965.
Stokoe, William C. Sign Language Structure: An Outline of the Visual Communication System of the American Deaf. Studies in Linguistics: Occasional Papers 8. Buffalo: University of Buffalo, 1960. Reprinted 1976, Silver Spring, MD: Linstock Press.
Trotter, R. J. "Dr. Sanderson: An advocate for the Deaf." Ogden Standard-Examiner, January 2, 2011.
Wilcox, S. & Peyton, J.K. ERIC Clearinghouse on Languages and Linguistics. Washington DC, 1999.
“WSC Opposes ASL Credit.” UAD Bulletin, vol. 14, no. 6 (November 1990): 7.
