Purpose: This study explores how speech-language pathologists (SLPs) use the American Sign Language (ASL)–English bilingual approach to support Deaf students, with a focus on how their understanding of language, collaboration, and professional roles has evolved. Method: Using a qualitative approach, semistructured interviews were conducted with five SLPs across multiple school sites who had experience implementing the Bilingual Grammar Curriculum (BGC). Emic coding and thematic analysis were used to identify recurring concepts and shifts in thinking. Results: This research highlights five emergent themes: collaboration, undertrained, reframing language, growth, and expectations. Findings reveal that while SLP participants lacked formal preparation in working with Deaf students, they emphasized the value of ASL as a foundational language, as well as collaboration with educators and Deaf professionals, and described the BGC as a resource that not only supported student progress but also reshaped their therapeutic approaches. They also reported increased confidence and higher expectations for students. Conclusions: The findings showed the need for systemic change in how SLPs are prepared to work with Deaf students and point to the ASL–English bilingual programs as a meaningful resource for working with Deaf students. These insights contribute to the growing call for bilingual, culturally responsive practices in speech-language pathology and support broader efforts to align services with the linguistic and cultural needs of Deaf students.
Emily Jo Noschese (Thu,) studied this question.