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Effects of Inverted L2/Ln Language Pedagogy on Student Experiences and Outcomes: The Case of American Sign Language

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Τίτλος: Effects of Inverted L2/Ln Language Pedagogy on Student Experiences and Outcomes: The Case of American Sign Language
Γλώσσα: English
Συγγραφείς: Jody H. Cripps (ORCID 0000-0002-4215-2593), Russell S. Rosen, Sheryl B. Cooper, Ronald Fenicle, Aimee Sever-Hall
Πηγή: Language Teaching Research. 2024 28(6):2082-2110.
Διαθεσιμότητα: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 29
Ημερομηνία έκδοσης: 2024
Τύπος εγγράφου: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Instruction, Second Language Learning, American Sign Language, Outcomes of Education, Lecture Method, Teaching Methods, Teacher Student Relationship, Student Attitudes, Instructional Innovation, Advanced Courses, College Students, Learning Activities
DOI: 10.1177/13621688211044240
ISSN: 1362-1688
1477-0954
Περίληψη: Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students' classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is an approach that is as viable as the traditional approach for teaching and learning ASL as an L2 that enables students to engage in meaningful activities and conversations.
Abstractor: As Provided
Entry Date: 20240101
Αριθμός Καταχώρησης: EJ1447565
Βάση Δεδομένων: ERIC
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  Data: Effects of Inverted L2/Ln Language Pedagogy on Student Experiences and Outcomes: The Case of American Sign Language
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  Data: <searchLink fieldCode="AR" term="%22Jody+H%2E+Cripps%22">Jody H. Cripps</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4215-2593">0000-0002-4215-2593</externalLink>)<br /><searchLink fieldCode="AR" term="%22Russell+S%2E+Rosen%22">Russell S. Rosen</searchLink><br /><searchLink fieldCode="AR" term="%22Sheryl+B%2E+Cooper%22">Sheryl B. Cooper</searchLink><br /><searchLink fieldCode="AR" term="%22Ronald+Fenicle%22">Ronald Fenicle</searchLink><br /><searchLink fieldCode="AR" term="%22Aimee+Sever-Hall%22">Aimee Sever-Hall</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2024 28(6):2082-2110.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22American+Sign+Language%22">American Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Courses%22">Advanced Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink>
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  Data: 10.1177/13621688211044240
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  Data: Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students' classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is an approach that is as viable as the traditional approach for teaching and learning ASL as an L2 that enables students to engage in meaningful activities and conversations.
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      – SubjectFull: Second Language Learning
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      – SubjectFull: American Sign Language
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