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Perceived Gaps and the Use of Supplemental Materials in Postsecondary American Sign Language Curricula
Sign Language Studies Pub Date : 2017-01-01 , DOI: 10.1353/sls.2017.0007
Michelle G. Swaney , David Harry Smith

In the 1990s, American Sign Language (ASL) began gaining widespread acceptance as a foreign language in higher education, but instruction, programming, teaching, and learning are still in the process of becoming mature fields. This survey study was designed to assess perceived gaps in current ASL curricula, how and to what extent instructors are supplementing the curricula, how ASL labs are implemented and to what degree supplemental lab materials are needed, and whether outcomes and standards are being applied in ASL instruction. For the future development of instructional materials, implications and recommendations are provided that follow the American Sign Language Teachers Association's Standards for Learning American Sign Language. Additionally, recommendations are made for new instructional materials to be based on research and for the implementation of integrated standards, content-based instruction, and task-based language teaching.

中文翻译:

感知差距和中学后美国手语课程中补充材料的使用

在 1990 年代,美国手语 (ASL) 开始在高等教育中作为外语被广泛接受,但教学、编程、教学和学习仍处于成熟领域的过程中。本调查研究旨在评估当前 ASL 课程中的感知差距、教师如何以及在多大程度上补充课程、如何实施 ASL 实验室以及需要补充实验室材料的程度,以及结果和标准是否正在 ASL 中应用操作说明。对于教学材料的未来发展,提供了遵循美国手语教师协会的美国手语学习标准的启示和建议。此外,
更新日期:2017-01-01
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