Teaching and Learning Signed Languages

International Perspectives and Practices
2014. Auflage 2014
ISBN: 978-1-137-31248-8
Verlag: Palgrave MacMillan UK

Buch, Englisch, 291 Seiten, Format (B × H): 140 mm x 218 mm, Gewicht: 4876 g

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.

Zielgruppe

Research

Autoren/Hrsg.

McKee, D.

Rosen, R.

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Semiotik
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

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

Über Autor(innen)

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