The Routledge Handbook of Sign Language Pedagogy

Description

The Routledge Handbook of Sign Language Pedagogy is the first reference of its kind, presenting contributions from leading experts in the field of sign language pedagogy. The Handbook fills a significant gap in the growing field of sign language pedagogy, compiling all essential aspects of current trends and empirical research in teaching, curricular design, and assessment in one volume. Each chapter includes historical perspectives, core issues, research approaches, key findings, pedagogical implications, future research direction, and additional references. The Routledge Handbook of Sign Language Pedagogy is an essential reference for sign language teachers, practitioners, and researchers in applied sign linguistics and first, second, and additional language learning.  Read more... Cover Half Title Series Information Title Page Copyright Page Dedication Table of 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 Looking backTheoretical 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 studiesFuture 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 L2Communication 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