ABSTRACT
This chapter focuses on the politics of L1 signed language pedagogy in education, and considers that power, status, and political policies permeate issues regarding language and culture for Deaf learners. Signed languages are considered first languages (L1) for Deaf people because they are fully accessible languages acquired through the eyes and not by hearing. This chapter discusses how best to establish the primacy of a signed language as an L1 for Deaf learners in order to support the accumulation of academic knowledge. Examples are proffered for how training, evaluation, and practice can be developed and delivered to maximize the learning environment in the education of the Deaf.
