ABSTRACT

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book examines the standards for sign language pedagogy. Standards are necessary to ensure conformity and standardization in knowledge and skills in pedagogy. It focuses on M1/language as first (L1) sign language users who are deaf and hard of hearing children, and M2/second language (L2) and M2/Ln for the learners of sign languages who are largely hearing. The book discusses the teaching of sign language literature in L1 classrooms to aid learners’ sign language linguistic and critical literacy development. It considers teacher preparatory programs, course design in L2/Ln pedagogy, teaching approaches and strategies in L2/Ln classrooms, the teaching of sign language fingerspelling, vocabulary, and grammar, sign language literature, L2/Ln sign language tests and assessment procedures, and the politics of teaching sign languages to L2/Ln learners.