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dc.contributor.authorJohnston, Lisa Jeannie.
dc.creatorJohnston, Lisa Jeannie.en_US
dc.date.accessioned2011-10-11T09:49:42Z
dc.date.available2011-10-11T09:49:42Z
dc.date.issued1995en_US
dc.identifier.urihttp://hdl.handle.net/10150/144640
dc.description.abstractSigning skills of currently employed teachers of the deaf frequently lack the level of proficiency desired for their profession and continue to be largely underappreciated. A fuller understanding of American Sign Language (ASL) as a second language is necessary for the teachers who have learned the signed language after English as a first language and native language. The acquisition of ASL as a first language with young deaf children serves as a basis for the description and assessment of signed language proficiency involved. The structural pattern of ASL as occurred in two different classroom discourses are specifically examined based on the literature of first and second language acquisition. The relationship of ASL proficiency and classroom discourse also allow for assessing the effects of signing skills on the accessibility of the curriculum for deaf students.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subject.lcshSpecial educationen_US
dc.titleProviding linguistic access to curriculum: A description and assessment of American Sign Language proficiency of the teachers of the deaf.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.contributor.chairSupalla, Samuel J.en_US
dc.identifier.oclc708420834en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.contributor.committeememberKampfe, Charleneen_US
dc.contributor.committeememberVolk, Cindyen_US
dc.identifier.proquest1378273en_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameM.A.en_US
refterms.dateFOA2018-06-11T16:09:50Z
html.description.abstractSigning skills of currently employed teachers of the deaf frequently lack the level of proficiency desired for their profession and continue to be largely underappreciated. A fuller understanding of American Sign Language (ASL) as a second language is necessary for the teachers who have learned the signed language after English as a first language and native language. The acquisition of ASL as a first language with young deaf children serves as a basis for the description and assessment of signed language proficiency involved. The structural pattern of ASL as occurred in two different classroom discourses are specifically examined based on the literature of first and second language acquisition. The relationship of ASL proficiency and classroom discourse also allow for assessing the effects of signing skills on the accessibility of the curriculum for deaf students.


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