Abstract:Vocabulary development is an essential linguistic component of later English literacy skills (National Reading Panel 2000). However, very few studies have addressed the promotion of vocabulary development in deaf children who are American Sign Language users (Luckner and Cooke 2010). Therefore, this qualitative collective case study examined the nature of vocabulary instruction by four early childhood teachers of deaf children (TODs) in two classrooms. Findings indicate that the components of a four-part vocabulary program (Graves 2006) account for the nature of vocabulary instruction; however, the teachers also used specific strategies that are linguistically relevant to ASL and other visual languages. Furthermore, the interplay of teacher knowledge of the learners, curricula, and pedagogy informed the teachers' instructional planning and decision-making. Implications of this study include identification of the varying roles that teacher knowledge, experience, and evidence play in guiding ASL vocabulary instruction for TODs.

中文翻译：

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聋童美国手语发展的词汇教学：教师知识与实践调查

摘要：词汇发展是后期英语读写技能的重要语言组成部分（National Reading Panel 2000）。然而，很少有研究涉及促进美国手语使用者的聋儿词汇发展（Luckner and Cooke 2010）。因此，这项定性集体案例研究调查了四位聋童 (TOD) 幼儿教师在两个教室中进行词汇教学的性质。结果表明，由四部分组成的词汇课程（Graves 2006）的组成部分解释了词汇教学的性质；然而，教师也使用了与 ASL 和其他视觉语言在语言上相关的特定策略。此外，教师对学习者的知识、课程和教学法的相互作用为教师提供了信息。教学计划和决策。本研究的意义包括确定教师的知识、经验和证据在指导 TOD 的 ASL 词汇教学中发挥的不同作用。