ABSTRACT
Teaching sign language as a second (L2) or additional (Ln) language to hearing parents, who are not native users of sign languages, of deaf children is an underexplored area of research. While internationally a number of projects have been initiated that are aimed at supporting parents’ acquisition of sign language, in many contexts there has often been a shortage of formal, sustained programs and curricula that are targeted at parents of deaf children, and a lack of a body of evidence to document the success and outcomes of parents’ sign language learning. This chapter discusses theoretical perspectives and pedagogical approaches in parent sign language education and the provision of bilingual education for deaf children. It also addresses gaps in practices in curricula, teaching, teaching materials, research, and school and community collaborations to meet parents’ learning needs.
