Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is an approach that is as viable as the traditional approach for teaching and learning ASL as an L2 that enables students to engage in meaningful activities and conversations.
There is an exponential growth in the number of schools that offer American Sign Language (ASL) for foreign language credit and the different ASL curricula that were published. This study analyzes different curricula in its assumptions regarding language, learning, and teaching of second languages. It is found that curricula vary in their assumptions, and can be classified along the three main theoretical frameworks: behaviorism, linguisticism, and communication. Strengths and weaknesses of each theoretical framework are identified in second language acquisition research. Current second language theories of language, learning, and teaching are described, and suggestions are offered for future curriculum in ASL.
The last 2 decades witnessed a growth in American Sign Language (ASL) as a foreign language in U.S. secondary schools. This overview of the current state of ASL as a foreign language in the schools consists of a history and a survey. The information on history was drawn from a study conducted by Rosen (2006). This history is followed by a national survey compiled by Rosen (2005) on U.S. secondary schools offering ASL for foreign language credit. The survey provided information on the number and distribution of schools, teachers, classes, students, departments, and the process for program implementation. The information is used to ascertain the current breadth and scope of, and to discern trends in, ASL as a foreign language in public high schools nationwide.
One goal of the Individuals with Disabilities Education Act (IDEA) is the integration of students who are deaf and hard of hearing into American society. Its original programmatic thrust, stated in the Education for All Handicapped Children Act (PL 94-142), is the fostering of speech and hearing skills and the placement of deaf and hard of hearing students in regular classrooms with hearing students. However, an analysis of historical and educational documents shows that IDEA unintentionally created the process for the inclusion of the language, community, and culture of signing deaf and hard of hearing students into the American education system. As IDEA integrates signing deaf and hard of hearing students into the American education system, American Sign Language (ASL) and the American Deaf community and culture are also mainstreamed into the system.
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