{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,5]],"date-time":"2026-05-05T23:51:50Z","timestamp":1778025110332,"version":"3.51.4"},"reference-count":64,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2024,10,29]],"date-time":"2024-10-29T00:00:00Z","timestamp":1730160000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2024,12,20]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>This qualitative study delves into the innovative Bilingual Grammar Curriculum. The curriculum aims to enhance bilingualism and linguistic skills among deaf students by integrating American Sign Language instruction and written language grammatical structures. The researcher conducted in-depth interviews with 12 experienced educators of the deaf who have implemented the curriculum in their teaching practices. Employing a thematic analysis approach, the researcher sought to uncover the educators\u2019 perceptions, experiences, and insights regarding the curriculum\u2019s effectiveness and its impact on bilingual language acquisition for deaf learners. Findings revealed a diverse range or perspectives, highlighting both the advantages and challenges of the curriculum\u2019s implementation. Themes emerged encompassing the curriculum\u2019s alignment with linguistic theories, its adaptability to diverse learning needs, the role of educator training, and the incorporation of cultural nuances within bilingual instruction. The study contributes valuable insights to the field of deaf education, shedding light on the intricate dynamics of bilingual grammar pedagogy and providing recommendations for curriculum refinement and educator professional development. Ultimately, this research underscores the significance of innovative approaches in enhancing the linguistic abilities and educational experiences of deaf and hard-of-hearing students within a bilingual framework.<\/jats:p>","DOI":"10.1093\/jdsade\/enae045","type":"journal-article","created":{"date-parts":[[2024,10,29]],"date-time":"2024-10-29T20:31:24Z","timestamp":1730233884000},"page":"94-107","source":"Crossref","is-referenced-by-count":4,"title":["It all made sense: ASL-first approach in classroom practice"],"prefix":"10.1093","volume":"30","author":[{"given":"Emily Jo","family":"Noschese","sequence":"first","affiliation":[{"name":"College of Education, Wayne State University , Detroit, MI ,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"286","published-online":{"date-parts":[[2024,10,29]]},"reference":[{"key":"2024122022334008600_ref1a","article-title":"Exploring connections between the in-field and on-campus components of a preservice teacher education program: A student perspective","author":"Allen","year":"2007"},{"issue":"4","key":"2024122022334008600_ref1b","doi-asserted-by":"crossref","first-page":"323","DOI":"10.1023\/A:1009481115135","article-title":"An exploratory study of teachers' beliefs regarding the implementation of constructivism in their classrooms","volume":"11","author":"Beck","year":"2000","journal-title":"Journal of Science Teacher Education"},{"issue":"2","key":"2024122022334008600_ref1c","doi-asserted-by":"crossref","first-page":"140","DOI":"10.1093\/deafed\/5.2.140","article-title":"Parental involvement in deaf children's education programs as a predictor of child's language, early reading, and social-emotional development","volume":"5","author":"Calderon","year":"2000","journal-title":"Journal of deaf studies and deaf education"},{"key":"2024122022334008600_ref1d","first-page":"188","article-title":"Social and Emotional Development 13 of Deaf Children: Family, School. 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