Teaching and Learning Signed Languages: International Perspectives and Practices
Teaching and Learning Signed Languages examines current practices, contexts, and the research nexus in the teaching and learning of signed languages, offering a contemporary, international survey of innovations in this field.
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|Library of Congress
||Education, Sign language, Language and languages, Language and languages-Study and
Description of this Book
This international collection of research from the field of signed language teaching fills a gap in the applied linguistics literature. While signed language teaching has rapidly established an accepted place in the academic domain of second language teaching, pedagogy has widely been shaped by conventional practice, available teaching curricula, and findings from descriptive linguistic research. In general, developments in curriculum, teaching approaches, and assessment have been relatively unmediated by applied, empirical research on learning and teaching. Teaching and Learning Signed Languages contributes to expanding an emerging research literature on contemporary practices and issues in the teaching and learning of signed languages. Eleven chapters by authors in Europe, Asia-Pacific and North America address the following themes: Training of sign language teachers Contexts for sign language teaching and learning Application of digital tools at the research and teaching nexus Learner perspectives Effects of first and second language and modality in SL instruction Formative assessment
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Amanda T. Boyle, Little Rascals Learning Center Donovan Cresdee, Macquarie University Kerry Daley, Dowling College Jeffrey Davis, University of Tennessee, USA Mary-Kate DeLouise, Mary McDowell Friends School Renate Fischer, University of Hamburg, Germany Reiner Griebel, University of Cologne, Germany Jens Hessmann, Magdeburg-Stendal University of Applied Sciences, Germany Trevor Johnston, Macquarie University, Australia Emily Kaufmann, University of Cologne, Germany Thomas Kaul, University of Cologne, Germany David McKee, Victoria University of Wellington, New Zealand Rachel McKee, Victoria University of Wellington, New Zealand Anke Muller, the University of Hamburg, Germany Anna-Lena Nilsson, Stockholm University, Sweden Lynette Pivac, AUT University, New Zealand Liesbeth Pyfers, Pragma, the Netherlands Gary A. Quinn, University of Edinburgh, UK Russell S. Rosen, Columbia University, USA Krister Schoenstroem, Stockholm University, Sweden David H. Smith, University of Tennessee, USA Kristin Snoddon, Ryerson University, Canada Graham H. Turner, Heriot-Watt University, UK James Woodward, the Chinese University of Hong Kong