Teacher’s Perceptions on the Use of American Sign Language (ASL) Phonological Instruction in an ASL/English Bilingual Deaf Education Program

• In Event: Roundtable Session 91
  In Roundtable Session: Research on the Education of Deaf Persons Roundtable

Abstract

An abundance of research has been conducted on the benefits of promoting phonological awareness of spoken English with children. However, little is known about the potential benefits of promoting American Sign Language (ASL) phonological awareness (ASLPA) with young deaf children or if teachers even promote ASLPA. This qualitative study interviewed ten participants (9 teachers, 1 ASL specialist) at an ASL/English bilingual education program to understand their beliefs and practices in developing ASLPA with their deaf students. An inductive analysis was performed on the interview data. Results indicated that teachers described using instructional strategies that were complex and multifaceted in order to promote knowledge of ASLPA that they felt enhanced the language and literacy development of their students.

Author

• Peter Crume, Georgia State University