Learning American Sign Language in High School: Motivation, Strategies, and Achievement [Pehme köide]

  • Formaat: Paperback, 208 pages, kõrgus x laius x paksus: 234x155x15 mm, kaal: 408 g
  • Ilmumisaeg: 30-Jun-2015
  • Kirjastus: Gallaudet University Press,U.S.
  • ISBN-10: 1563686422
  • ISBN-13: 9781563686429
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  • Formaat: Paperback, 208 pages, kõrgus x laius x paksus: 234x155x15 mm, kaal: 408 g
  • Ilmumisaeg: 30-Jun-2015
  • Kirjastus: Gallaudet University Press,U.S.
  • ISBN-10: 1563686422
  • ISBN-13: 9781563686429
"Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students. Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning. Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures thebest opportunity for high school students to attain high levels of achievement in learning ASL"--

"With the increase of American Sign Language being offered as a foreign language in high schools, this book addresses issues to better prepare high schools in their recruitment and education of new ASL students"--

Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students.

Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning.Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students to attain high levels of achievement in learning ASL.


This new book offers high school ASL teachers and program administrators concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL.

Arvustused

Russell S. Rosen is Coordinator, Program in the Teaching of American Sign Language as a Foreign Language, Teachers College, Columbia University, New York, NY.

Preface ix
Acknowledgments xi
1 Background
1(15)
2 The Study
16(14)
3 Motivation for Learning American Sign Language as a Foreign Language
30(18)
4 Strategies for Learning American Sign Language
48(50)
5 Learner Achievement
98(24)
6 Conclusion
122(7)
References 129(16)
Appendix A 145(4)
Appendix B 149(4)
Index 153
Russell S. Rosen is Coordinator, Program in the Teaching of American Sign Language as a Foreign Language, Teachers College, Columbia University, New York, NY.

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