It all made sense: ASL-first approach in classroom practice

Area of Science:

• Deaf Education
• Linguistics
• Curriculum Development

Background:

• Bilingualism is crucial for deaf learners, yet effective pedagogical approaches integrating sign language and written language are evolving.
• The Bilingual Grammar Curriculum offers an innovative framework to address these needs.
• Understanding educator experiences is vital for successful curriculum implementation.

Purpose of the Study:

• To investigate the perceptions and experiences of educators implementing the Bilingual Grammar Curriculum.
• To identify the perceived effectiveness and impact of the curriculum on deaf students' bilingual language acquisition.
• To uncover themes related to curriculum alignment, adaptability, training, and cultural integration.

Main Methods:

• Qualitative study utilizing in-depth interviews with 12 experienced educators of the deaf.
• Thematic analysis was employed to interpret interview data.
• Focus on educators who have implemented the Bilingual Grammar Curriculum.

Main Results:

• Educators reported diverse perspectives on the curriculum's advantages and challenges.
• Key themes included curriculum's linguistic alignment, adaptability, need for educator training, and cultural considerations.
• Implementation revealed both successes and areas requiring improvement.

Conclusions:

• The Bilingual Grammar Curriculum shows promise for enhancing bilingualism in deaf students.
• Recommendations include curriculum refinement and targeted professional development for educators.
• Innovative pedagogical approaches are essential for improving linguistic outcomes for deaf and hard-of-hearing students.