Using Online Glossing Lessons for Accelerated Instruction in ASL for Preservice Deaf Education Majors

By Buisson, Gerald J. | American Annals of the Deaf, Summer 2007 | Go to article overview

Using Online Glossing Lessons for Accelerated Instruction in ASL for Preservice Deaf Education Majors


Buisson, Gerald J., American Annals of the Deaf


TEACHERS OF DEAF and hard of hearing students must serve as language models for their students. However, preservice deaf education teachers typically have at most only four semesters of American Sign Language (ASL) training. How can their limited ASL instructional time be used to increase their proficiency? Studies involving deaf and hard of hearing students have revealed that glosses (written equivalents of ASL sentences) can serve as "bridges" between ASL and English. The study investigated whether glossing instruction can facilitate hearing students' learning of ASL. A Web site was developed in which ASL glossing rules were explained and glossing exercises provided. Posttest scores showed the experimental group improving from 39% to 71% on ASL grammar knowledge. These findings indicate that online glossing lessons may provide the means to obtain ASL skills more readily, thus preparing deaf education teachers to serve as ASL language models.

All students deserve a good education. This means that they are entitled to teachers who are proficient speakers of the language used by the students. For most students, this is not a problem, but in deaf education, this can be an issue for students whose preferred language is American Sign Language (ASL). The Individuals With Disabilities Education Act (IDEA) guarantees a "free appropriate public education," but such an education is not available to deaf students whose teachers lack the communication skills required for academic instruction. Students whose preferred language is ASL should be instructed in ASL (Kuntze, 1998). When preservice deaf education teachers are taught ASL through proven methods of second language (12) instruction, they should benefit. When deaf education teachers sign more proficiently in ASL, it is ultimately the ASL-using deaf students who benefit.

All teachers should serve as language models for their students. Deaf education teachers should be prepared to model both English and ASL. It is vital, therefore, that deaf education teacher preparation programs (comprehensive or bilingual/bicultural) prepare preservice teachers to serve as language models. It is assumed that hearing deaf education majors have the requisite skills to model English appropriately. However, it is unrealistic to expect hearing deaf education majors to master ASL in 1 or 2 years. It typically takes several years to obtain proficiency in ASL (Baker & Cokely, 1980; Costello, 1995; Shelly & Schneck, 1998). Nevertheless, preservice deaf education teachers receive no more than four semesters of ASL instruction.

Several scholars in the field have observed that most hearing teachers in deaf education do not possess adequate skills in ASL (Easterbrooks & Baker, 2002; Kuntze, 1998; Moores, 2001; Schimmel, Edwards, & Prickett, 1999). Apparently, preservice teachers are receiving less than adequate training in ASL. It is easy to understand why "research has shown that most teachers may be using a type of signing that is neither a strict coding of English nor ASL" (Stewart, 1993, p. 333).

Purpose of the Study

When students are learning their target language, it is assumed that they will build a working knowledge of the syntactic elements of the L2. Then, as their familiarity with the target language grows, they will be able to focus on other linguistic features. If ASL students could learn about grammar and syntax through online glossing lessons, they could focus on other linguistic features during classroom time. They could use class time to apply the three-dimensional aspects of ASL, build sign vocabulary, and employ the language with classmates while receiving feedback from the instructor. These are things that cannot be accomplished with online out-of-class activities. If such an instructional system could be established, perhaps the learning of ASL could be accomplished more easily and more quickly. In this way, it might be possible for preservice teachers in deaf education to gain proficiency in ASL prior to graduation. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Using Online Glossing Lessons for Accelerated Instruction in ASL for Preservice Deaf Education Majors
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.