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ERIC Number: EJ785780
Record Type: Journal
Publication Date: 2007
Pages: 38
Abstractor: ERIC
Reference Count: 33
ISSN: ISSN-0302-1475
A Look at Teaching Standards in ASL Teacher Preparation Programs
Jacobowitz, E. Lynn
Sign Language Studies, v8 n1 p4-41 Fall 2007
This article addresses whether there are enough ASL teacher preparation programs in the country and how prepared are their graduates. It examines six organizations that provide teaching standards: the Education Section of the National Association of the Deaf, the National Board for Professional Teaching Standards, the American Sign Language Teachers Association of the National Association of the Deaf, the Association of Teacher Educators, the National Council for Accreditation of Teacher Education, and the Virginia Department of Education. Their standards focus on five different areas: (1) ASL teachers for K-12, (2) teachers of world languages other than English for K-12, (3) teachers of world languages other than English in institutions of higher education, (4) ASL teacher educators in institutions of higher education, and (5) teacher preparation programs. Taken together, the programs provide several insights into the nature of the national standards for teacher training. Next, the article looks at how ASL teacher preparation programs (ASLTPPs) administrations support and/or reflect the national standards. The article compares the national standards that directly pertains to administration with the actual administration of the ASLTPPs. Then it examines the way in which the administrations of these ASLTPPs directly support the four emphases (language skills, teaching, knowledge/scholarship, and service and other professional initiatives.) (Contains 21 tables.)
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A