ABSTRACT
Learners who learn American Sign Language as a second language experience difficulty in fingerspelling. To combat this, some instructors developed curricula to target this particular facet of language acquisition. Curricula are often developed with a lack of experimentally and empirically grounded justification for their methods and assessment to demonstrate their efficacy. This chapter provides a history of theoretical perspectives related to teaching fingerspelling, a review of currently used curricula, and how these and future curricula can be improved with additional research, assessment of their efficacy, and development of new pedagogical tools.
