Overview

An initiative known as the Scholarship of Teaching and Learning (SoTL) strives to improve education by examining and assessing classroom interaction. This collection presents research by professors who adopted SoTL methodology to study their classrooms at Gallaudet University, an institution employing American Sign Language and written English. Their study intends to create an engaged learning community that investigates, reflects upon, and documents strategies that enhance learning for linguistically diverse, visually oriented populations.

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9781563686238

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We need to create a learning place where students feel they belong, to take advantage of the education system in which they are involved. Mulrooney and colleagues provide tools and strategies to apply within this rich learning environment. In this book, professors from Gallaudet University describe a bilingual context that creates a complex cultural tapestry, as the students bring different sign languages, different written languages, and rich cultural experiences, leading to a teaching and learning environment that requires expansion of professors' pedagogical practices. The authors document effective strategies for creating a safe and trusting learning community that connects the students, where they feel they belong, and that takes into account these differences, including use of visual orientation, sign languages, spoken language interpretation, and student identity.--Journal of Deaf Studies and Deaf Education

""We need to create a learning place where students feel they belong, to take advantage of the education system in which they are involved. Mulrooney and colleagues provide tools and strategies to apply within this rich learning environment. In this book, professors from Gallaudet University describe a bilingual context that creates a complex cultural tapestry, as the students bring different sign languages, different written languages, and rich cultural experiences, leading to a teaching and learning environment that requires expansion of professors' pedagogical practices. The authors document effective strategies for creating a safe and trusting learning community that connects the students, where they feel they belong, and that takes into account these differences, including use of visual orientation, sign languages, spoken language interpretation, and student identity.""--Ronice Quadros, Federal University of Santa Catarina ""Journal of Deaf Studies and Deaf Education""

Author Information

Kristin Mulrooney is associate professor and coordinator of the graduate program in the Department of Linguistics at Gallaudet University, Washington, DC.

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