|School:||School of Language, Education, and Culture|
|Program:||American Sign Language|
|Start date:||October 2020|
|End Date:||September 2022|
ASL is one of the most widely studied languages in the United States, especially in secondary and postsecondary education. The literature is scant on ASL pedagogy, curriculum, and assessment. The standard was not established in the field of ASL profession specifically focusing on ASL pedagogy, curriculum, and assessment (Rosen, 2010; Quinto-Pozos, 2011). Most ASL professionals focus primarily on ASL pedagogy and less on engaging in research to identify best practices for teaching ASL as an L2 (Quinto-Pozos, 2011; Cooper, Reisman, & Watson, 2008). A lack of standards and empirical evidence raises a concern about how that affects the current quality of our ASL profession. In order to address the concern, we conduct a series of focus group discussions with ASL experts and a nationwide survey to build a better understanding of the climate of ASL profession concerning pedagogy, curriculum, and assessment. For our presentation, we share preliminary results and interpretations of our data collection.
Pudans-Smith, K.K., Pirone, J. S., Ivy, T. and Listman, J. D. (2021, July 31). The Climate of the ASL Profession: ASL Pedagogy, Curriculum, and Assessment. American Sign Language Teachers Association (ASLTA). ASLTA Virtual Conference.