The Routledge Handbook of Sign Language Pedagogy by Rosen, Russell S. -- Read -- Imperial Library of Trantor

Index

Cover Half Title Series Information Title Page Copyright Page Dedication Contents Figures Tables Contributors Introduction: Pedagogy in sign language as first, second, and additional language

A history of sign language research and practice Recent developments in sign language pedagogy The Handbook of Sign Language Pedagogy Considerations on terminology

Part I Standards

1 Standards in sign language pedagogy

Introduction Theoretical perspectives

Standards in sign language pedagogy

Standards for curriculum Standards for instruction Standards for assessment

Sources of sign language standards

Sign language policy and planning Research studies Practitioners Deaf community

Standard-bearing social institutions Standards as a web of interconnections

Pedagogical applications Future trends

Research studies Pedagogical practices

References

Part II L1 sign language pedagogy

2 L1 sign language teacher preparation, qualifications, and development

Introduction

Looking back

Theoretical perspectives

Language considerations for sign language as L1 Demographics of deaf and hard of hearing children Program considerations for TPPs Looking around: international perspectives

Who offers L1 sign language TPPs? How are L1 sign language teachers qualified?

Current issues in L1 sign language teacher qualification and development

Pedagogical applications

L1 sign language TPP at the University of Cologne

German sign language linguistics I and II Deaf studies Sign language curriculum development Sign language assessment

E-portfolio

Future trends

Future research studies Future pedagogical practices

Note References

3 L1 sign language teaching approaches and strategies

Introduction Theoretical perspectives

Sign language as the natural L1 of deaf children Cummins’ Interdependence Hypothesis

Pedagogical practices

A history of pedagogical practices Current pedagogical practices

Sign bilingual education: key components and variables

Sign language as the primary language of deaf learners

Sign language as an academic subject Sign language as a language of instruction Instructional strategies

Spoken language and written language as L2 Communication practices in bilingual classrooms

Bilingual learners’ pooling of resources

Deaf learners’ diverse cultural affiliations

Future trends

Future research studies Future pedagogical applications

References

4 Using L1 sign language to teach reading

Introduction Theoretical perspectives

Deaf bilingual, L1 and L2/Ln, and bilingual strategies Reading theories: An international perspective

Cross-language transfer Language ability and processing Language access Neurolinguistics and visual-based processing (VSP) Deaf epistemology

Development of sign language-using deaf children learning to read and reading to learn Reading environment

Pedagogical applications

Sign language – print strategies Fingerspelling and reading Technology, sign language, and print Reading-Thinking-Signing (RTS) Before reading lesson

Future trends

Future research studies Future pedagogical applications

References

5 Using L1 sign language to teach writing

Introduction Theoretical perspectives

Research in writing Concepts in the teaching of L2 writing Studies in deaf learners’ writing

Pedagogical practices

Content- or meaning-based instruction Interactional approaches and scaffolding Fingerspelling and chaining Contrastive methods Foreign language teaching methods and translation tasks

Future trends

Future research studies Future pedagogical applications

References

6 Using L1 sign language to teach mathematics

Introduction Theoretical perspectives Pedagogical practices

Sign language mathematics curriculum Sign language mathematics instruction

Sign language concept categories Sign language mnemonics Sign language counting strings Visual physicality Three Read Protocol for mathematics story problems

Sign language mathematics assessment

Considerations in assessment translation from L2 to L1

Future trends

Future research studies Future pedagogical practices

Note References

7 Teaching sign language literature in L1 classrooms

Introduction Theoretical perspectives

Literacy

Sign language literacy

Sign language literature The teaching of sign language literature

Literary structure Sign language linguistic system Literary structures and linguistic structures in sign language literature

Considerations in teaching sign language literature

Teacher inquiries Teaching deaf experience through sign language literature Use of live storytelling in classrooms Use of videos to record and teach live literary works Choosing literary works

Pedagogical practices

Techniques in teaching signed literature

Lesson structures

Teaching different genres in sign language literature

Phonology Morphology and morphosyntax Syntax Discourse

Future trends References

8 L1 sign language tests and assessment procedures

Introduction Theoretical perspectives

Evaluation of sign language tests Validity

Content validity Construct validity Criterion-related validity Predictive validity

Reliability Modern approaches to test validation

Pedagogical applications

Assessing vocabulary in deaf children

The MacArthur-Bates Communicative Development Inventory (CDI) Perlesko: Vocabulary test for German Sign Language British Sign Language Vocabulary Test

Assessing grammatical aspects in deaf children

British Sign Language Receptive Skills Test American Sign Language Assessment Instrument Assessment Instrument for Sign Language of the Netherlands British Sign Language Productive Skills Test (BSL-PST) Nonsense Sign Repetition Task (NSRT) Test of American Sign Language (TASL) Instrumento de avaliação da língua de sinais brasileira (IALS)

Use of sign language assessments in practice Technology and sign language testing

Future trends

Future research studies Future pedagogical applications

Notes References

9 The politics of L1 sign language pedagogy

Introduction

Historical impact of views about languages on Deaf children

Historical background

Theoretical perspectives

L1 politics of bilingual deaf education Integrating Deaf perspectives within a bilingual framework

Pedagogical practices

Bilingual education programming for Deaf children

Signed language instruction with Hearing families and Deaf adults Bilingual education in practice: US Bilingual education in practice: Brazil Bilingual education in practice: Asia and Europe

Deaf bilingual education and cochlear implants

Training professional educators

Future trends Acknowledgments Notes References

Part III L2/Ln sign language pedagogy

10 L2/Ln sign language teacher preparation, qualifications, and development

Introduction Theoretical perspectives

Principles of teacher preparation programs Teacher preparation program in sign languages Philosophical orientations

Linguistic status of sign languages Deaf community Learner characteristics L2 sign language teaching

Epistemological orientations

Introduction to sign languages, Deaf communities, and cultures Introduction to Deaf cultures Introduction to Deaf histories Introduction to language Introduction to linguistics Sign language phonology Sign language lexical analysis Sign language morphology Sign language syntax Non-manuals in sign languages Readings in applied linguistics Language acquisition Sign language acquisition Readings in language teaching Methods of teaching sign languages Curriculum design and materials development for sign language instruction Assessments in sign language skills Media production in sign language Practicum in teaching sign language Research on sign language teaching Learner participation in the Deaf community Teacher certification Teacher certification examination Entry requirements for applicants

Pedagogical applications

The United States

Sociolinguistic situation of sign languages Education available to culturally Deaf people Establishment of sign language teacher training programs Availability of qualified trainers Coursework Certification

Thailand

Sociolinguistic situation Education available to culturally Deaf people Establishment of sign language teacher training programs Availability of qualified trainers Courses in the certificate program in teaching Thai Sign Language Certification

Viet Nam

Future trends

Future research studies Future pedagogical practices

References

11 Course design for L2/Ln sign language pedagogy

Introduction Theoretical perspectives

Learning Instruction Curriculum Standards

Pedagogical applications

Curriculum design and current pedagogical approaches Curricular orientations to course design Curricular components

Considering the contents Considering the instructional methodology Considering the learning outcomes Time distribution and class planning

Remaining issues in L2/Ln sign language in course design

Future trends

Future research studies Future pedagogical applications

Notes References

12 L2/Ln sign language teaching approaches and strategies

Introduction

The teaching and learning of signed language as L2/Ln Issues and challenges in L2/Ln signed language pedagogy

Theoretical perspectives

Issue of method

Language-centered methods Learner-centered methods Learning-centered methods

Post-method pedagogy

Parameter of particularity Parameter of practicality Parameter of possibility

Pedagogical practices

History of teaching strategies in signed languages as a L2/Ln Problems and issues in the teaching of signed language as an L2/Ln Considerations in L2/Ln signed language teaching approaches and strategies

Components of instruction

Components of instructional materials

Components of course design Components of a lesson plan

Future trends

Future research studies Future pedagogical practices

Acknowledgments References

13 Teaching L2/Ln sign language fingerspelling

Introduction Theoretical perspectives

The pedagogy of fingerspelling

Fingerspelling as an educational tool Why empirically tested fingerspelling curricula are necessary

Pedagogical practices

The ASL Inside fingerspelling curricula

Fingerspelled Word Recognition Through Rapid Serial Visual Presentation

Future trends

Future research studies

Improving comprehension feedback Targeted cue re-weighting comprehension training Unpacking issues with palm orientation Understanding the role of mouthing and context Fingerspelling production

Future pedagogical practices

Acknowledgments Note References

14 Teaching L2/Ln sign language vocabulary

Introduction Theoretical perspectives

Acquisition of vocabulary from a second language acquisition perspective A unique feature of sign language vocabulary learning: iconicity

Pedagogical practices

Practices in the teaching of sign language vocabulary to L2/Ln learners

Voice-on and voice-off instruction Fingerspelling

Use of multimedia for vocabulary instruction

Future trends

Future research studies Future pedagogical practices

Notes References

15 Teaching L2/Ln sign language grammar

Introduction Theoretical perspectives

Approaches in teaching L2/Ln grammar

Behaviorism Rationalism Communication Conversationalism Cognitive linguistics Translanguaging

Pedagogical practices

Current pedagogical approaches

Teaching grammar through translations, drills, and rote memorization Teaching grammar by analyzing linguistic rules Teaching grammar through communication

Emerging pedagogical approaches

Teaching grammar using content and task Teaching grammar as translanguaging Teaching grammar using corpus

Considerations in the L2/Ln teaching of sign language grammar

Consideration in the use of gestures Considerations in the use of written language L2/Ln acquisition of syntax

Future trends References

16 Teaching sign language literature in L2/Ln classrooms

Introduction Theoretical perspectives

Theoretical perspectives on sign language literature Theoretical perspectives on teaching sign language literature

Pedagogical practices

Sign language literature and L2/Ln language instruction Sign language literature and cultural elements of L2/Ln learning Sign language literature and linguistics classes Sign language literature and interpreter training classes Sign language literature as a separate academic subject

Future trends

Future research topics Future pedagogical practices

References

17 L2/Ln sign language tests and assessment procedures

Introduction Theoretical perspectives

Who we assess: the target population Why we assess: reasons for assessment What we assess: domains of assessment How we assess: assessment protocols

Test format: informal and formal Test data solicitation: receptive and expressive Times of test: formative and summative Test scoring: issue of neutrality

Considerations for the selection of assessment tests and procedures

Pedagogical applications

Assessments for L2/Ln sign language learners

Informal assessments Formal assessments Sign Language Proficiency Interview: American Sign Language (SLPI: ASL) American Sign Language Proficiency Interview (ASLPI) NGT (Nederlandse Gebarentaal) Functional Assessment (NFA) 51U American Sign Language Phonological Fluency Task (51U)

Receptive L2 assessments

American Sign Language Discrimination Test (ASL-DT) American Sign Language-Sentence Reproduction Test (ASL-SRT) German Sign Language Sentence Reproduction Test (DGS-SRT) British Sign Language Sentence Reproduction Test (BSL-SRT) American Sign Language Comprehension Test (ASL-CT)

Assessments of L2 sign language teachers and interpreters

Assessment of L2 sign language teachers Assessment of sign language interpreters

Future trends

Future research studies Future pedagogical applications

References

18 The politics of L2/Ln sign language pedagogy

Introduction Theoretical perspectives

Language policy and planning Sign languages and deaf communities LPP for sign languages

Pedagogical practices

LPP in the US and L2/Ln ASL pedagogy

Current pedagogical practices Current issues in L2 ASL pedagogy

Future trends

Future research studies Future pedagogical practices

Notes References

Part IV Learner characteristics

19 Typical and atypical sign language learners

Introduction Theoretical perspectives

L1 and L2/Ln sign language learning considering typicality and atypicality Typicality in L1 Atypicality in L1 Typicality in L2/Ln

Language aptitude Phonological short-term memory and working memory Language aptitude for signed languages

Atypicality in L2

Pedagogical practices

L1 signed language learners: intervention L2/Ln signed language learners: aptitude Hearing L2 sign learners with language or learning disabilities

Future trends

Future considerations for teaching and language support for L1 learners with signed language disorders Future considerations for teaching and language support for learners of L2/Ln sign language

Note References

20 L2/Ln parent sign language education

Introduction Theoretical perspectives

Policy context and parent advocacy in Scandinavia Home visiting frameworks Teaching goals and learner motivation in parent sign language teaching A plurilingual framework

Pedagogical practices

Immersion programs in Scandinavia An Auslan curriculum for families American Sign Language initiatives Current pedagogical practices Using CEFR to teach sign language to parents of deaf children

Future trends

Future research studies Future pedagogical practices

References

21 Using sign language to teach sign language interpreters

Introduction Theoretical perspectives Pedagogical practices

A survey of signed language teaching in US undergraduate and graduate interpreter education

Survey results Formal training and professional development of interpreter educators

Future trends

Future research studies Future pedagogical practices

Notes References

Part V Special issues

22 The uses of technology in L1 and L2/Ln sign language pedagogy

Introduction Theoretical perspectives

Sign recognition systems

Glove Kinect and body sensors

E-learning Robotics-based systems Virtual reality (VR) and avatar-based systems

Dictionaries

Pedagogical applications

Virtual reality and avatar-based systems Computer assisted systems Sign assessment systems Messenger systems Computer software programs Robotics

Robotic Sign Language Tutor Project

Future trends

Future research studies Future pedagogical applications

Acknowledgments References

23 The uses of corpora in L1 and L2/Ln sign language pedagogy

Introduction Theoretical perspectives

Defining a “corpus” Why sign language corpora? Corpora in language teaching and learning Corpora and sign languages in L1 and L2/Ln

Pedagogical practices

Practical considerations in using corpus in pedagogy

Future trends

Future research studies Future pedagogical applications

Notes References

Index

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