Teaching and Learning Signed Languages

Teaching and Learning Signed Languages examines current practices, contexts, and the research nexus in the teaching and learning of signed languages, offering a contemporary, international survey of innovations in this field.

Autorentext
Amanda T. Boyle, Little Rascals Learning Center Donovan Cresdee, Macquarie University Kerry Daley, Dowling College Jeffrey Davis, University of Tennessee, USA Mary-Kate DeLouise, Mary McDowell Friends School Renate Fischer, University of Hamburg, Germany Reiner Griebel, University of Cologne, Germany Jens Hessmann, Magdeburg-Stendal University of Applied Sciences, Germany Trevor Johnston, Macquarie University, Australia Emily Kaufmann, University of Cologne, Germany Thomas Kaul, University of Cologne, Germany David McKee, Victoria University of Wellington, New Zealand Rachel McKee, Victoria University of Wellington, New Zealand Anke Müller, the University of Hamburg, Germany Anna-Lena Nilsson, Stockholm University, Sweden Lynette Pivac, AUT University, New Zealand Liesbeth Pyfers, Pragma, the Netherlands Gary A. Quinn, University of Edinburgh, UK Russell S. Rosen, Columbia University, USA Krister Schönström, Stockholm University, Sweden David H. Smith, University of Tennessee, USA Kristin Snoddon, Ryerson University, Canada Graham H. Turner, Heriot-Watt University, UK James Woodward, the Chinese University of Hong Kong

Inhalt
PART I: DEVELOPMENT AND IMPACTS OF SIGN LANGUAGE TEACHING 1. Swedish Sign Language as a Second Language; Anna-Lena Nilsson and Krister Schönström 2. Developing the Deaf World; David McKee and James Woodward 3. Educating the Trainers of British Sign Language Tutors; Gary A. Quinn and Graham H. Turner PART II: INNOVATIONS IN USING DIGITAL TOOLS IN TEACHING AND LEARNING 4. Using Corpus-Based Research to Inform the Teaching of Auslan (Australian Sign Language) as a Second Language; Donovan Cresdee and Trevor Johnston 5. Elca An E-learning Unit for Acquiring Constructed Action; Renate Fischer and Anke Müller 6. Transcription as a Tool for Increasing Metalinguistic Awareness in Learners of German Sign Language as a Second Language; Thomas Kaul, Reiner Griebel and Emily Kaufman PART III: LEARNERS AND CONTEXTS FOR LEARNING 7. Native Language, Target Language and the Teaching and Learning of American Sign Language Vocabulary Russell S. Rosen, Mary Delouise, Amanda Boyle and Kerry Daley 8. Hearing Parents as Plurilingual Learners of ASL; Kristin Snoddon 9. Learner Autonomy in New Zealand Sign Language Interpreting Students; Lynette Pivac 10. Teaching British Sign Language as a Second Language to Deaf Sign Language Users; Jens Hessmann and Liesbeth Pyfers PART IV: ASSESSMENT 11. Formative Assessment for Student Progress and Program Improvement in L2 Sign Language Programs; David H. Smith And Jeffrey E. Davis