聋人教育中美国手语读写教学的教师报告。

IF 1.4 3区 教育学 Q2 EDUCATION, SPECIAL
Leala Holcomb, Adele Ann Eberwein
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引用次数: 0

摘要

聋哑学生的美国手语读写能力(或手语)的发展受到他们所接受的接触和指导的影响,但目前对美国手语教学实践的研究还很有限。本研究透过全国调查及焦点小组调查,探讨聋人教育教师如何进行美国手语教学。该研究探讨了六个关键领域:课程与标准、教学方法、时间分配、体裁教学和教师准备。研究结果表明,虽然美国手语识字教学被认为是双语教育的重要组成部分,但它缺乏正式的课程,充足的教学时间和结构化的教学方法。这些发现表明需要加强研究、专业发展和机构支持,以加强聋人教育中的美国手语识字教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
3.40
自引率
10.00%
发文量
40
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.
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