{"title":"聋人教育中美国手语读写教学的教师报告。","authors":"Leala Holcomb, Adele Ann Eberwein","doi":"10.1093/jdsade/enaf060","DOIUrl":null,"url":null,"abstract":"<p><p>The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher reports of ASL literacy instruction in deaf education.\",\"authors\":\"Leala Holcomb, Adele Ann Eberwein\",\"doi\":\"10.1093/jdsade/enaf060\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education.</p>\",\"PeriodicalId\":47768,\"journal\":{\"name\":\"Journal of Deaf Studies and Deaf Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2025-10-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Deaf Studies and Deaf Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1093/jdsade/enaf060\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Deaf Studies and Deaf Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1093/jdsade/enaf060","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Teacher reports of ASL literacy instruction in deaf education.
The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education.
期刊介绍:
The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.