Examines the literature on teachers' use of signing in the classroom for clues about future directions in research that aim to improve the academic performance of deaf students. Suggests that it is not by concentrating solely on the question of whether American Sign Language or some form of English-based signing should dominate in the classrooms.…

Looks at what William Stokoe taught educators about teaching deaf children. Among his ideas were that signing is more than just a away to communicate, deaf children should begin to acquire sign language during their infant years, teaching begins with a commitment to one's beliefs, good teachers are innovative thinkers, and it is important to look…

Stories were presented in signed English and American Sign Language (ASL) to 36 profoundly deaf subjects. Results showed that both ASL- and English-dominant bilinguals translated English stories to ASL in retelling. Relevant literature is reviewed, and implications for bilingual education of deaf students are noted. (Author/SED)

Analysis of videotapes of five trained teachers of deaf children found that the teachers did not fingerspell often, but when they did they sought to express a specific English word. Clarity of fingerspelled utterances varied greatly, ranging from whole-word gestalts to words wherein individual letters could be discerned. (Author/CB)

Teachers were surveyed for their opinions of Signed English and American Sign Language. Of the 85 responses, most felt that deaf children should begin signing as early as possible, use Signed English as their base language, and eventually be bilingual in the sign languages. It was also felt that teachers should be bilingual. (MSE)