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

Abstract

This qualitative study delves into the innovative Bilingual Grammar Curriculum. The curriculum aims to enhance bilingualism and linguistic skills among deaf students by integrating American Sign Language instruction and written language grammatical structures. The researcher conducted in-depth interviews with 12 experienced educators of the deaf who have implemented the curriculum in their teaching practices. Employing a thematic analysis approach, the researcher sought to uncover the educators' perceptions, experiences, and insights regarding the curriculum's effectiveness and its impact on bilingual language acquisition for deaf learners. Findings revealed a diverse range or perspectives, highlighting both the advantages and challenges of the curriculum's implementation. Themes emerged encompassing the curriculum's alignment with linguistic theories, its adaptability to diverse learning needs, the role of educator training, and the incorporation of cultural nuances within bilingual instruction. The study contributes valuable insights to the field of deaf education, shedding light on the intricate dynamics of bilingual grammar pedagogy and providing recommendations for curriculum refinement and educator professional development. Ultimately, this research underscores the significance of innovative approaches in enhancing the linguistic abilities and educational experiences of deaf and hard-of-hearing students within a bilingual framework.