It all made sense: ASL-first approach in classroom practice.

This article focuses on a qualitative study examining educators' experiences and attitudes toward the Bilingual Grammar Curriculum (BGC), a curriculum designed to enhance bilingualism and linguistic skills among deaf and hard-of-hearing students by integrating American Sign Language (ASL) instruction with English grammar. Interviews with 12 experienced educators across various school settings revealed five key themes: prioritizing ASL as the primary language of instruction ("ASL First"), the critical role of BGC as a tailored resource, transformative impacts on teaching and student learning, the importance of consistent curriculum implementation, and educators' desires for additional training and broader school involvement ("Wishlist"). The study underscores the significance of a structured bilingual approach grounded in the interdependence hypothesis, which posits that proficiency in a first language (ASL) supports second language (English) acquisition, and highlights ongoing challenges such as limited resources, need for professional development, and parental understanding in deaf education.