Teacher-as-Researcher Paradigm for Sign Language Teachers: Toward Evidence-Based Pedagogies for Improved Learner Outcomes

In the teaching of sign languages as foreign languages (FLs), teachers instruct learners in vocabulary and conversational grammar. In doing so they frequently notice that some learners are able to learn and produce vocabulary and use correct grammar, whereas others struggle. For a better understandi...

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Bibliographic Details
Published in:Sign language studies 2015-10, Vol.16 (1), p.86-116
Main Authors: ROSEN, RUSSELL S., TURTLETAUB, MEREDITH, DELOUISE, MARY, DRAKE, SARAH
Format: Article
Language:English
Subjects:
American sign language
Conversation
Course Content
Educational Practices
Educational Research
Educational Strategies
Educational Theories
Instructional Materials
Language teachers
Language teaching methods
Learning
Learning disabilities
Learning outcomes
Learning processes
Linguistics
Outcomes of Education
Pretests
Research design
Second language instruction
Second language learning
Second language teachers
Sign language
Sign languages
Teaching methods
Visual learning
Vocabulary
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Description
Summary:In the teaching of sign languages as foreign languages (FLs), teachers instruct learners in vocabulary and conversational grammar. In doing so they frequently notice that some learners are able to learn and produce vocabulary and use correct grammar, whereas others struggle. For a better understanding of learners’ learning processes and their own pedagogical approaches, FL teachers turn to research studies on the teaching and learning of FLs. However, those studies are often largely inapplicable to their in-classroom practices. To resolve this problem, this article proposes and explicates teacher-as-researcher as a research paradigm for teachers’ pedagogical development to bring about improved learner outcomes.
ISSN:0302-1475
1533-6263
1533-6263
DOI:10.1353/sls.2015.0026