Vocabulary Instruction for the Development of American Sign Language in Young Deaf Children: An Investigation into Teacher Knowledge and Practice.
Vocabulary development is an essential linguistic component of later English literacy skills (National Reading Panel 2000). However, very few studies have addressed the promotion of vocabulary development in deaf children who are American Sign Language users (Luckner and Cooke 2010). Therefore, this...
| Publicado en: | Sign Language Studies Vol. 18; no. 2; pp. 238 - 266 |
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| Formato: | Artículo |
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Gallaudet University Press for Sign Language Studies
Winter2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=128173966&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 128173966 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 03021475 NGU jtl: Sign Language Studies issn: 03021475 maglogo: N pubinfo: dt: Winter2018 vid: 18 iid: 2 pid: 18684 pub: Gallaudet University Press for Sign Language Studies artinfo: ui: 128173966 10.1353/sls.2018.0002 ppf: 238 ppct: 28 formats: tig: atl: Vocabulary Instruction for the Development of American Sign Language in Young Deaf Children: An Investigation into Teacher Knowledge and Practice. aug: au: Pizzo, Lianna su: Vocabulary Linguistics Language & languages Visual programming languages (Computer science) Decision making sug: subj: Vocabulary Linguistics Language & languages Visual programming languages (Computer science) Decision making ab: Vocabulary development is an essential linguistic component of later English literacy skills (National Reading Panel 2000). However, very few studies have addressed the promotion of vocabulary development in deaf children who are American Sign Language users (Luckner and Cooke 2010). Therefore, this qualitative collective case study examined the nature of vocabulary instruction by four early childhood teachers of deaf children (TODs) in two classrooms. Findings indicate that the components of a four-part vocabulary program (Graves 2006) account for the nature of vocabulary instruction; however, the teachers also used specific strategies that are linguistically relevant to ASL and other visual languages. Furthermore, the interplay of teacher knowledge of the learners, curricula, and pedagogy informed the teachers' instructional planning and decision-making. Implications of this study include identification of the varying roles that teacher knowledge, experience, and evidence play in guiding ASL vocabulary instruction for TODs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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