ABSTRACT
This chapter presents the main theories, approaches, and strategies in teaching and using sign language to teach scholastic subjects in classrooms with learners who are first language (L1) users of sign language. A history of the use of sign language in deaf education is sketched. The major components in L1 sign language pedagogies are presented. The instructional practices in the classrooms are discussed against the backdrop of the main theoretical models and empirical studies. Recommendations are given for future inquiries in research and practice in the teaching and use of sign language in the classrooms with L1 sign language users.
