The course will introduce major theories of acquisition, and similarities and differences between first language and second language acquisition and learning for teaching ASL as L1 and L2.

This course will introduce theories and methods for teaching ASL as L1 and L2 across multiple instructional settings: elementary, secondary and post-secondary.

The course will discuss classroom assessment tools and evaluation techniques to assess L1 and L2 ASL students' receptive, expressive and conversational skills and socio-cultural knowledge across multiple instruction settings.

This course will examine curriculum development in ASL education across multiple educational settings. Development and models of syllabi, including instructional technology and materials, along with lesson plans will be explored.

The course will focus on methods of teaching Deaf community and culture, and ASL literature in ASL classes. Appropriate cultural, community and literature contents will be explored.

The course will explore and address the contemporary issues in the profession of teaching ASL including language policy, state and national credentialing issues.

The purposes, values, designs and methods of research in educational setting will be introduced. The students will conduct research on a topic related to ASL teaching.

Students will have observational learning experiences with other ASL teachers in ASL as first language or second language instruction in various education settings.

Prerequisites: TASL 593. Students will have in-depth teaching and learning experiences in teaching ASL as a first language or second language in an educational setting.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.