The Routledge Handbook of Sign Language Pedagogy by Russell S. Rosen;

Author:Russell S. Rosen;
Language: eng
Format: epub
Publisher: Taylor & Francis (CAM)
Published: 2019-02-26T16:00:00+00:00

Issues and challenges in L2/Ln signed language pedagogy

As the theoretical and empirical knowledge in L2/Ln language pedagogy is little explored in signed languages research and practice, signed language teachers tend to base their methods on their intuition and understanding of language and linguistics that are developed through practical experience, available learning materials, and familiarity with their learners (Cresdee & Johnston, 2014; McKee et al., 2014, Rosen, 2010; Schornstein, 2005).

Although McKee et al. (2014) recognize that this teaching practice can be effective, they claim that it does not systematically lead to evidence-based improvements in practice in the field. According to them, the emerging status of linguistics applied to teaching signed languages reflects some structural realities surrounding the teaching of these languages. Although they recognize that conditions may vary across countries, they identified several common problems such as (a) there are a few deaf teachers of signed language and they often work in nonacademic settings, which restricts the development of a professional infrastructure; (b) signed language teaching classes are often housed under academic disciplines such as communication disorders, special education, and community education, the contexts of which are outside of the domain of L2/Ln teaching; and (c) in many countries there is a lack of specialized teacher preparation programs and qualification requirements for signed language teachers.

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