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ED466079 - Critical Pedagogy in Deaf Education: Teachers' Reflections on Implementing ASL/English Bilingual Methodology and Language Assessment for Deaf Learners. Year 4 Report (2000-2001).USDLC Star Schools Project Report

Category
Executive Agency Publications
Collection
Education Reports from ERIC
SuDoc Class Number
ED 1.615:
Date Issued
September 30, 2001
Author
Nover, Stephen M.; Andrews, Jean F.; Everhart, Vicki S
Source Institution
New Mexico School for the Deaf, Santa Fe
Sponsoring Agency
Office of Educational Research and Improvement (ED), Washington, DC
Publication Type
Reports - Research
Subject
American Sign Language, Biculturalism, Bilingual Education Programs, Bilingual Students, Cross Cultural Training, Deafness, Distance Education, Educational Technology, Elementary Secondary Education, Higher Education, Inservice Teacher Education, Internet, Language Acquisition, Multicultural Education, Student Evaluation, Teacher Attitudes, Teacher Education Programs, Teacher Response, Teaching Methods
Identifiers
Bilingual Bicultural Model, Star Schools
Abstract
The Star School staff of the Engaged Learners project at the New Mexico School for the Deaf in Santa Fe has completed its fourth year of a 5-year federally-funded program. This project aims to improve language-teaching practices of teachers who work with learners who are deaf by providing training in current bilingual theories and pedagogical techniques, including Engaged Learning practices, through a convergence of Internet, Web, and distance learning technologies. The project promotes proficiency in American Sign Language (ASL) and English for all students based on the belief that bilingualism enhances cognitive, social, and linguistic growth. This publication describes the projects fourth year activities and the overall project impact. Information is provided on: (1) participating teachers and mentors; (2) training materials; (3) teachers experimentation with ASL/English bilingual assessment for students with deafness and teachers written reflections on the training; (3) teachers utilization of technology while using ASL and English; (4) plans to refine and revise the staff development model in the projects fifth year; and (6) the establishment of the Center for ASL/English Bilingual Education and Research. More than 163 teachers and over 500 students participated during the first 4 years of the project.