Abstract
The COVID-19 pandemic caused some educators of preservice teachers of deaf and hard of hearing (DHH) students who had been using a face-to-face instructional delivery platform to abruptly change their methods of teaching. This affected preservice teachers who had been thriving in professional preparation and learning through traditional pedagogy. This study discusses the revision of programming to improve preservice teacher practices in an online format, and examines participation in prescribed activities in the following areas related to DHH education preparation: 1) American Sign Language acquisition 2) vocabulary development 3) QR code development 4) closed-caption development, 5) children's literature applications. Participants explored instructional strategies and activities designed to aid in their learning and professional preparation, and rated the effectiveness of activities in reference to their professional growth. Data showed the need for personal mentoring, even in a virtual environment in order for continuity of professional learning to be most effective.
TopIntroduction
University teacher preparation programs have evolved over time to stay abreast of innovative instructional practices, ever-changing trends in the field, and to ensure the implementation of researched-based pedagogy. Currently there are 30 undergraduate and 39 graduate teacher preparation programs in the United States which provide training for future teachers of deaf and hard of hearing (DHH) students. Of these programs, roughly 13 offer a bilingual (American Sign Language and English) approach, 25 offer a comprehensive approach, and 8 offer an oral/listening and spoken language approach (Gallaudet University Press, 2022). Many of these programs provide highly specialized training in areas such as language development, audiological impact to learning, Deaf culture, and offer unique styles of instructional delivery. These programs also provide instruction regarding classroom accommodations and modifications for DHH students. The assimilation of these practices allows the students of these preservice teachers of DHH students to gain access to the general education curriculum through effective instruction addressing DHH students’ language needs.
A face-to-face university program preparing DHH education teachers recently conducted an extensive curricular review for the purpose of program restructure to explicitly address how teachers of DHH students should support and scaffold language with academic concepts. This review resulted in changes in coursework as well as in pedagogy prompted by the pandemic. Program reviews are often conducted based on feedback from teachers of deaf (TOD) students, university students, university faculty, and current educational trends; however, an extensive review was necessary to consider the new norm in deaf education to equip preservice teachers. The new digitization of education caused all educators to change sustainable teaching practices prompted by the rapid changes in which university programs began to do systematic reviews to address current teachers’ needs (Crawford & Cifuentes-Faura, 2022). Accessibility for DHH students became an outcry by their parents during remote learning (Alford et al., in press). Professors put energy in analyzing how to effectively instruct online as the university revamped their traditional face-to-face courses to follow the protocols that were in place for online coursework.
The new interactive and engaging courses allowed preservice teachers to gain confidence in their teaching delivery with language scaffolding and accessibility using digital resources. Program enhancements included increased rigor in instructional foundation and instructional methods courses. In addition, an increase in the number of American Sign Language (ASL) courses was necessary to bolster the linguistic knowledge of preservice teachers to be able to establish linguistic skills needed for the bilingual methods courses and/or future employment in ASL- English bilingual/ multilingual programs. Another area of focus in the new program was the use of technology in the teaching and learning process for instruction to be accessible remotely. All courses were aligned with research-based approaches and best practices in deaf education. The new course line-up granted preservice teachers ample opportunities to collaborate with their professors and peers regarding their own teaching skills. Preservice teachers actively participated in strong foundational coursework, face-to-face, real-time teaching with immediate feedback, with the incorporation of authentic bilingual approaches where proficiency in ASL and written English was the focus of their learning. Professional development was at an all-time high and professors were optimistic and encouraged about the upcoming infusion of these preservice teachers into the field of deaf education just as learning was halted by the entrance of the COVID-19 pandemic. Imposed restrictions impacted all face-to-face courses, and field placements for practicum and internship.
Key Terms in this Chapter
Bridging and Chunking Phrases: English phrases requiring conceptual signing and ASL translation for understanding rather than word for word signing in English word order.
Closed Captioning: A text version of the spoken part of a television, movie or computer presentation which was developed to aid deaf and hard-of-hearing persons to have access to information. Also referred to as captions or subtitles.
Multiple Meaning Words: The most common sight words also referred to Adapted Dolch words, many of which have multiple signs and meanings which can directly affect reading comprehension. Example: I like you v. I am like you. The word like has two different meanings and two different signs associated with it.
Online Learning: An umbrella term for any learning that takes place over the Internet and not in a traditional classroom. Often referred to as e-learning or distance learning .
Bilingual-Bimodal: Bilingual persons using two languages (ASL and English) and two modalities (signing and speaking).
Learning Management System (LMS): An online learning platform/web based technology used to implement and assess specific learning skills. i.e.. Google Classroom, Schoology, or Canvas with virtual assignments, online videos, and posted student activities.
Children’s Literature: A body of written works within a variety of genres using illustrations and text to introduce children to literature with intent to teach or entertain. Not basal readers.
Bilingual-Bicultural Approach: The educational approach for Deaf children using American Sign Language (ASL) as their first language and English as their second language. Also known as the Bi-Bi approach and is supported by the Deaf Community. (See also Bilingual-Bimodal.)
QR Codes: A matrix barcodes equivalent to a link that contains information about the item to which it is attached. Useful for providing students access to certain documents or information needed in class.
Translanguaging: A language strategy when teachers mix and blend different languages (spoken languages, sign languages, or both) and/or modalities (for example signing, speaking, writing).