Exploring Teacher Perceptions of a Textbook-Free ASL Curriculum at a Canadian University: A Qualitative Combined Methods Study

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  • Despite its growing popularity, American Sign Language (ASL) as a second language (ASL/ASL) is an under-researched and under-developed field of study. The present thesis begins to address this dearth through an exploration of four ASL teachers’ perceptions of the textbook-free ASL program in which they teach. This study draws on previous literature that highlights the centrality of teachers within curriculum processes and considers the complexities inherent to the ASL context. The results of this qualitative combined methods study suggest that the teacher-participants perceive themselves as sharing in a common curricular vision promoting ASL proficiency and awareness of Deaf culture despite it being tacit and unwritten.

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  • Copyright © 2014 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 2014


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