000			03306cam a2200373Mi 4500
001			ocn913838949
005			20240726105016.0
008			150130s2015 dcu o 000 0 eng d
040			_aP@U _beng _epn _erda _cP@U _dOCLCO _dYDXCP _dRRP _dEBLCP _dNT _dOCLCQ _dOCLCO _dIDB _dOCLCQ
020			_a9781563686436 _q((electronic)l(electronic)ctronic)
029	1		_aCHNEW _b000884020
029	1		_aCHVBK _b374451249
043			_an-us---
050	0	4	_aHV2476 _b.L437 2015
100	1		_aRosen, Russell Scott. _e1
245	1	0	_aLearning American sign language in high school : _bmotivation, strategies, and achievement / _cRussell S. Rosen.
260			_aWashington, DC : _bGallaudet University Press, _c(c)2015.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
520	0		_a"With the increase of American Sign Language being offered as a foreign language in high schools, this book addresses issues to better prepare high schools in their recruitment and education of new ASL students"-- _cProvided by publisher.
520	0		_a"Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students. Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning. Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students to attain high levels of achievement in learning ASL"-- _cProvided by publisher.
505	0	0	_aBackground -- _tThe study -- _tMotivation for learning American Sign Language as a foreign language -- _tStrategies for learning American Sign Language -- _tLearner achievement -- _tConclusion.
530			_a2 _ub
650		0	_aSign language _xStudy and teaching _zUnited States.
650		0	_aAmerican Sign Language _xStudy and teaching (Secondary) _zUnited States.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1179851&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hHV. _m2015 _QOL _R _x _8NFIC _2LOC
999			_c85864 _d85864
902			_a1 _bCynthia Snell _c1 _dCynthia Snell