Teachers of the deaf -- Training of -- United States.
American Sign Language -- Study and teaching.
Deaf -- Education -- Law and legislation -- United States.
As an American Sign Language instructor working with ASL majors at Gallaudet University for twenty years, I became piqued by a few questions: Are there enough ASL teacher preparation programs in the country, and how prepared are their graduates? This article addresses these topics.
American Sign Language -- Study and teaching -- Audio-visual aids.
Digital video -- United States -- Quality control.
The effects of digital video frame rate and size on American Sign Language (ASL) learner comprehension were investigated. Fifty-one students were randomly assigned to one of three video-size treatment groups: 480×360, 320×240, and 240×180 pixels. Within each treatment, three 30-second videos of signed narratives at frame rates of 6, 12, and 18 frames per second were presented to students. Participants used ASL to retell each story, while a digital video camera captured their performances and archived them for evaluation. Three ASL experts evaluated the video performances and generated a fluency score for each student. The results indicate that frame rate and the interaction between frame rate and ASL level had significant effects on learner comprehension, but video size did not significantly affect comprehension. These results were used to generate frame rate and video-size recommendations for displaying and recording student performance and instructor feedback videos in an ASL performance assessment software environment.
This article examines the acquisition and use of Australian Sign Language (Auslan) by 53 profoundly deaf adults (31 male, 22 female) who attended educational units for deaf and hard of hearing children. The results indicate that, regardless of age, the acquisition of sign language, particularly Auslan, by deaf people occurred primarily through association with other deaf individuals. Participants reported that little (if any) specific teaching of sign language occurred in these special schools. This had had an impact on the quality of their signing and possibly the extent of their signing lexicon since they would have used home signs and school signs. This study concludes that schools must provide comprehensive instruction in sign language and that it must be taught by qualified teachers who are fluent in Auslan.