Exploring Learner-Centeredness Within an American Sign Language/English Interpreter Training Program

Abstract

The focus of this single-case study was to explore learner-centeredness for faculty members who teach in an ASL/English interpreter-training program. The results of this study highlight critical domains that distinguish learner-centered instruction from the more traditional, teacher-centered paradigm. In addition, this study identifies characteristics of Deaf culture and a visual language like American Sign Language that may foster learner-centered behaviors. Finally, this study borrows from teacher theory to help explain how faculty members may struggle with defining learner-centered teaching while excelling at describing learner-centered behaviors.