36. Demonstrate proficiency in the language(s) the beginning teacher will use to instruct students who are deaf or hard of hearing.

a. Comprehensive

b. Bilingual-Bicultural

'97 e.g., Indicators of language competence in ASL include language modalities (seeing and signing) and may be demonstrated by having lived and worked in areas of the U.S. where ASL is used. In all cases, indicators of language competency should include formal study of the language. Indicators of ASL language competence may be demonstrated in one of the following ways: (a) A standardized measure such as the ASLPI may be used. In programs that have developed their own measures of linguistic competence, these criteria may be used in lieu of the ASLPI. For some students, portfolios and/or other alternative measures may be deemed to be more appropriate; (b) For some programs, ASLPI may not be available. Competence in ASL can be demonstrated to a panel of native and/or fluent users of ASL; (c) For ASL which has locally developed standards for language proficiency, local standards may be used; (d) For teachers who have completed at least 5 years of formal education in ASL at or above the high school level, evidence of course work, with ASL as the language of instruction, can be substituted.

c. Oral/Aural

'97 e.g., Demonstrate spoken language at all times when communicating with the children.