ABSTRACT

The Routledge Handbook of Sign Language Pedagogy is the first reference of its kind, presenting contributions from leading experts in the field of sign language pedagogy.

The Handbook fills a significant gap in the growing field of sign language pedagogy, compiling all essential aspects of current trends and empirical research in teaching, curricular design, and assessment in one volume. Each chapter includes historical perspectives, core issues, research approaches, key findings, pedagogical implications, future research direction, and additional references.

The Routledge Handbook of Sign Language Pedagogy is an essential reference for sign language teachers, practitioners, and researchers in applied sign linguistics and first, second, and additional language learning.

chapter |14 pages

Introduction

Pedagogy in sign language as first, second, and additional language
ByRussell S. Rosen

part I|2 pages

Standards

chapter 1|14 pages

Standards in sign language pedagogy

ByRussell S. Rosen

part II|2 pages

L1 sign language pedagogy

chapter 2|13 pages

L1 sign language teacher preparation, qualifications, and development

ByKatharina Urbann, Thomas Kaul, Leonid Klinner, Alejandro Oviedo, Reiner Griebel

chapter 3|13 pages

L1 sign language teaching approaches and strategies

ByCarolina Plaza-Pust

chapter 4|14 pages

Using L1 sign language to teach reading

ByLaurene E. Simms, Jean F. Andrews

chapter 5|12 pages

Using L1 sign language to teach writing

ByKrister Schönström, Ingela Holmström

chapter 6|15 pages

Using L1 sign language to teach mathematics

ByChristopher Kurz, Claudia M. Pagliaro

chapter 7|14 pages

Teaching sign language literature in L1 classrooms

ByRussell S. Rosen

chapter 8|15 pages

L1 sign language tests and assessment procedures

ByTobias Haug, Wolfgang Mann, Joanna Hoskin, Hilary Dumbrill

chapter 9|14 pages

The politics of L1 sign language pedagogy

ByRonice Müller de Quadros, Robert Hoffmeister

part III|2 pages

L2/Ln sign language pedagogy

chapter 10|16 pages

L2/Ln sign language teacher preparation, qualifications, and development

ByRussell S. Rosen, James Woodward

chapter 11|14 pages

Course design for L2/Ln sign language pedagogy

ByAlejandro Oviedo, Reiner Griebel, Thomas Kaul, Leonid Klinner, Katharina Urbann

chapter 12|13 pages

L2/Ln sign language teaching approaches and strategies

ByElidea L.A. Bernardino, Maria C. da C. Pereira, Rosana Passos

chapter 13|17 pages

Teaching L2/Ln sign language fingerspelling

ByLeah C. Geer

chapter 14|13 pages

Teaching L2/Ln sign language vocabulary

ByRachel E. Traxler, Kimi Nakatsukasa

chapter 15|15 pages

Teaching L2/Ln sign language grammar

ByRussell S. Rosen

chapter 16|14 pages

Teaching sign language literature in L2/Ln classrooms

ByRachel Sutton-Spence

chapter 17|15 pages

L2/Ln sign language tests and assessment procedures

ByDavid H. Smith, Jeffrey E. Davis, Dan Hoffman

chapter 18|14 pages

The politics of L2/Ln sign language pedagogy

ByTimothy Reagan

part IV|2 pages

Learner characteristics

chapter 19|14 pages

Typical and atypical sign language learners

ByJenny L. Singleton, David Quinto-Pozos, David Martinez

chapter 20|14 pages

L2/Ln parent sign language education

ByKristin Snoddon

chapter 21|14 pages

Using sign language to teach sign language interpreters

ByMelanie Metzger, Keith M. Cagle, Danielle I.J. Hunt

part V|2 pages

Special issues

chapter 22|16 pages

The uses of technology in L1 and L2/Ln sign language pedagogy

ByHatice Kose, Pinar Uluer

chapter 23|14 pages

The uses of corpora in L1 and L2/Ln sign language pedagogy

ByLorraine Leeson, Jordan Fenlon, Johanna Mesch, Carmel Grehan, Sarah Sheridan