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American Sign Language Curriculum and Materials University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2015 American Sign Language Curriculum and Materials Michelle Grace Swaney University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Special Education and Teaching Commons Recommended Citation Swaney, Michelle Grace, "American Sign Language Curriculum and Materials. " Master's Thesis, University of Tennessee, 2015. https://trace.tennessee.edu/utk_gradthes/3516 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Michelle Grace Swaney entitled "American Sign Language Curriculum and Materials." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Science, with a major in Teacher Education. Kimberly A. Wolbers, Major Professor We have read this thesis and recommend its acceptance: David H. Smith, Marion Coleman-Lopatic Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) American Sign Language Curriculum and Materials A Thesis Presented for the Master of Science Degree The University of Tennessee, Knoxville Michelle Grace Swaney August 2015 Copyright © 2015 by Michelle Swaney All rights reserved. ii Dedication This thesis is dedicated to one of my dearest friends, April Kirby Haggard, who has taught me the language and culture of American Sign Language, had faith in my potential from the first day we met, and has never given up on me. You have given of yourself, and inspired me in ways that you'll probably never fully understand and I'm so thankful that the Lord planned for our paths to cross so many years ago. Thank you for teaching, mentoring and always supporting me. iii Acknowledgements I would like to express my sincere appreciation to Dr. Kimberly Wolbers and Dr. David H. Smith for their support and encouragement throughout my graduate program as well as the development of this thesis. Both have spurred me to think outside of the box, listened to concerns and questions, and spurred me to explore more possibilities than I could have done without their continued support. I also want to extend my gratitude to Mari Beth Coleman-Lopatic for serving on my committee and her feedback and assistance in the development of this thesis. Most importantly, I want to express my love and appreciation for my wonderfully supportive husband, Keith Swaney, who has gone above and beyond in providing me unlimited support and encouragement throughout my pursuit of the Master's degree and especially this thesis. Thank you for reading, offering thoughts, listening to me think through what I should be doing, and your unfailing encouragement when I thought I couldn't go further. I love you with all of my heart and am thankful that the Lord brought us together 30 years ago. iv Abstract American Sign Language (ASL) began to gain widespread acceptance as a foreign language in the 1990s, but instruction, programming, teaching and learning are still in the process of developing and transitioning into a mature field. This thesis study is designed to assess: perceived gaps in current ASL curricula utilized for ASL 1-6, how and to what extent curriculum is supplemented by instructors in these courses, how ASL lab is implemented and to what extent supplemental materials are needed, as well as determine to what extent learning outcomes and standards are being applied in the field of ASL instruction. This information will help guide future development of instructional materials that follow the American Council of the Teaching of Foreign Languages (ACTFL) standards, integrating American Sign Language Teachers Association's (ASLTA) language specific "Standards for Learning American Sign Language". In addition, for future instructional materials to be research-based along with integrated standards, content-based instruction (CBI) and task-based language teaching (TBLT) should also be incorporated. v Table of Contents Chapter 1: Introduction ................................................................................................................... 1 Background and Significance...................................................................................................... 2 Foreign language curriculum and instruction .......................................................................... 2 ASL curriculum and instruction .............................................................................................. 4 Current ASL Curricula ............................................................................................................ 7 Purpose of the Study ................................................................................................................... 8 Assumptions and Implications ................................................................................................... 8 Chapter 2: Method ........................................................................................................................ 10 Overview ................................................................................................................................... 10 Survey Design ........................................................................................................................... 10 Participants ................................................................................................................................ 14 Data Analysis ............................................................................................................................ 18 Chapter 3: Results ......................................................................................................................... 20 Current ASL Curricula .............................................................................................................. 20 Perceived Gaps .......................................................................................................................... 22 ASL Level 1 .......................................................................................................................... 22 ASL Level 2 .......................................................................................................................... 25 ASL Levels 3-6...................................................................................................................... 28 Use of Supplemental Materials ................................................................................................. 30 ASL Level 1 .......................................................................................................................... 32 ASL Level 2 .......................................................................................................................... 34 vi ASL Levels 3-6...................................................................................................................... 34 ASL Lab and Supplemental Materials ...................................................................................... 38 Application of Learning Outcomes and Standards ................................................................... 38 Chapter 4: Discussion ................................................................................................................... 42 Overview ................................................................................................................................... 42 Implications ............................................................................................................................... 45 Limitations ................................................................................................................................ 47 Future Research ......................................................................................................................... 47 Conclusion ................................................................................................................................. 48 References ..................................................................................................................................... 49 Appendices .................................................................................................................................... 53 Vita ................................................................................................................................................ 57 vii List of Tables Table 2.1 - ASL Course, Curriculum & Materials Survey - Sample Questions ........................... 13 Table 3.1 - ASL Level 1 - Curriculum Provides Sufficient Instructional Content and Materials 26 Table 3.2 - ASL Level 2 - Curriculum Provides Sufficient Instructional Content and Materials 27 Table 3.3 - ASL Level 3 - Curriculum Provides Sufficient Instructional Content and Materials 29 Table 3.4 - ASL Level 4 - Curriculum Provides Sufficient Instructional Content and Materials 31 Table 3.5
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