Sign language, deaf culture and bilingual education. Edited by Sandra Bradarić-Jončić and Vesna Ivasović, Faculty of Education and Rehabilitation Sciences, University of Zagreb, 2004, 202pp, ISBN 953 6418 23 1

2006 ◽  
Vol 8 (3) ◽  
pp. 172-172
Author(s):  
Ruth Swanwick
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Deaf Culture ◽  
Faculty Of Education ◽  
Rehabilitation Sciences

scholarly journals Experimentação na educação química: elaboração de sinais em libras para práticas de laboratório

2018 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Geilson Rodrigues Da Silva ◽  
Talina Meirely Nery Dos Santos ◽  
Griscele Souza De Jesus ◽  
Lucas Pereira Gandra
Keyword(s):  
General Chemistry ◽  
Content Analysis ◽  
Quantitative Analysis ◽  
Bilingual Education ◽  
Sign Language ◽  
Chemistry Laboratory ◽  
Deaf People ◽  
Scientific Concepts ◽  
Deaf Students ◽  
Brazilian Sign Language

Resumo: A Química é uma Ciência com poucos sinais específicos em Língua Brasileira de Sinais para o ensino de pessoas com surdez. Essa barreira de linguagem pode ocasionar obstáculos de aprendizagem aos estudantes surdos. Sendo assim, a presente pesquisa teve como objetivos catalogar verbetes e criar sinais para a utilização em aulas práticas de Química. Para coleta de dados foram levantados os termos na literatura no dicionário ilustrado trilíngue que possuíssem relações com a disciplina de Química, ao qual foram categorizados a partir da Análise de Conteúdo, em função do seu emprego e utilização. Realizou-se a análise quantitativa dos termos mais presentes em roteiros de aulas experimentais, usadas na disciplina de Química Geral e Experimental Ida Licenciatura em Química do IFMS campus Coxim. Sendo elaborados quatro sinais de instrumentos do laboratório de Química que apresentam potencial para serem utilizados em práticas bilíngues, no ensino superior e médio.Palavras-chave: Educação Bilíngue; Formação de Conceitos Científicos; Práticas Experimentais. Experimentation in chemical education: elaboration signals in libras for laboratory practicesAbstract: Chemistry is a Science with few specific signs in Brazilian Sign Language for teaching deaf people. This language barrier can lead to learning obstacles for deaf students. Thus, the present research had as objectives to catalog entries and to create signals for the use in practical classes of Chemistry. In order to collect data, the terms in the literature in the trilingual illustrated dictionary that had relations with the discipline of Chemistry were categorized from the Content Analysis, according to their use and use. A quantitative analysis of the most present terms was carried out in experimental classes, used in the General Chemistry and Experimental I subject of the Chemistry Degree of the IFMS campus Coxim. Four signs of chemistry laboratory instruments are being developed, which have the potential to be used in bilingual practices in higher and secondary education.Keywords: Bilingual Education; Formation of Scientific Concepts; Experimental Practices. 

scholarly journals The impact of vlogging on deaf culture, communication and identity

2021 ◽  
Author(s):  
Ellen S. Hibbard
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Asynchronous Communication ◽  
Deaf Culture ◽  
Spatial Modulation ◽  
Online Video ◽  
Deaf People ◽  
Structured Interviews ◽  
The Impact ◽  
Culture And Communication

This thesis presents a framework representing research conducted to examine the impact of website based online video technology for Deaf people, their culture, and their communication. This technology enables American Sign Language (ASL) asynchronous communication, called vlogging, for Deaf people. The thesis provides new insights and implications for Deaf culture and communication as a result of studying the practices, opinions and attitudes of vlogging. Typical asynchronous communication media such as blogs, books, e-mails, or movies have been dependent on use of spoken language or text, not incorporating sign language content. Online video and website technologies make it possible for Deaf people to share signed content through video blogs (vlogs), and to have a permanent record of that content. Signed content is typically 3-D, shared during face-to-face gatherings, and ephemeral in nature. Websites are typically textual and video display is 2-D, placing constraints on the spatial modulation required for ASL communication. There have been few academic studies to date examining signed asynchronous communication use by Deaf people and the implications for Deaf culture and communication. In this research, 130 vlogs by Deaf vloggers on the mainstream website YouTube, and specialized website Deafvideo.TV were examined to discover strategies employed by Deaf users as a result of the technology’s spatial limitations, and to explore similarities and differences between the two websites. Semi-structured interviews were conducted with 26 Deaf people as follow up. The main findings from this research include register of vlogging formality depending on website type, informal on Deafvideo.TV while formal on YouTube. In addition, vlogs had flaming behaviour while unexpected findings of lack of ASL literature and use of technical elements that obscured ASL content in vlogs. Questions regarding the space changes and narrative elements observed have arisen, providing avenues for additional research. This study and more research could lead to a fuller understanding the impact of vlogging and vlogging technology on Deaf culture and identify potential improvements or new services that could offered.

The Sign Language in Psychotherapy with Prelingually Deaf Person

Diogenes ◽  
2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Anna Roydeva ◽  
◽  
◽  
Keyword(s):  
Sign Language ◽  
Scientific Research ◽  
Deaf Culture ◽  
Deaf People ◽  
Collaborative Relationship ◽  
Deaf Person ◽  
Prelingually Deaf

Specialized psychotherapy for deaf people is still a young field of scientific research. The article describes collaboration and interaction between a therapist and a prelingually deaf person. This special collaborative relationship has several dimensions: language, Deaf culture, interpreting.

Bilingual, Inclusive, Mixed-Age Schooling in Vienna

2019 ◽  
pp. 133-148
Author(s):  
Silvia Kramreiter ◽  
Verena Krausneker
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Current Model ◽  
Teaching Philosophy ◽  
Age Classes ◽  
Austrian Law ◽  
Mixed Age ◽  
Individual Placement

In 1993 Austrian law established the option of co-enrollment of pupils with and without disabilities. Simultaneously, the first endeavors with bimodal bilingual schooling of deaf and hard-of-hearing pupils started. This chapter summarizes Austrian experiences with bimodal bilingual education since the 1990s and offers information about its legal and political backdrop. Various models in different regions are summarized, with a focus on Vienna. The current model practiced in Vienna is described in detail: it is bilingual and inclusive, encompasses pupils of mixed ages, and has a progressive teaching philosophy. In Austria, these models always include two teachers per classroom. Mixed-age classes are the answer to low numbers of DHH pupils, and the resulting group inclusion is an alternative to the (socially and linguistically problematic) practice of individual placement of one deaf, sign language-using pupil. The chapter concludes with a discussion of the benefits of and prerequisites for successful bimodal bilingual co-enrollment.

scholarly journals Signed languages and globalization

2011 ◽  
Vol 40 (4) ◽  
pp. 483-505 ◽  
Author(s):  
Anja Hiddinga ◽  
Onno Crasborn
Keyword(s):  
Sign Language ◽  
Language Contact ◽  
Deaf Culture ◽  
Deaf People ◽  
Sign Languages ◽  
The Core ◽  
Form Part ◽  
Dependent Form ◽  
Global Language

AbstractDeaf people who form part of a Deaf community communicate using a shared sign language. When meeting people from another language community, they can fall back on a flexible and highly context-dependent form of communication calledinternational sign, in which shared elements from their own sign languages and elements of shared spoken languages are combined with pantomimic elements. Together with the fact that there are few shared sign languages, this leads to a very different global language situation for deaf people as compared to the situation for spoken languages and hearing people as analyzed in de Swaan (2001). We argue that this very flexibility in communication and the resulting global communication patterns form the core of deaf culture and a key component of the characterization of deaf people as “visual people.” (Globalization, sign language, international sign, Deaf culture, language contact, multilingualism)*

scholarly journals Digital Sign Language App for Deaf Children

2021 ◽  
pp. 564-567
Author(s):  
Akib Khan ◽  
Rohan Bagde ◽  
Arish Sheikh ◽  
Asrar Ahmed ◽  
Rahib Khan ◽  
...  
Keyword(s):  
Bilingual Education ◽  
Sign Language ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Local Language ◽  
The World ◽  
Impaired People ◽  
Inclusive Society

India has the highest population of hearing-impaired people in the world, numbering 18 million. Only 0.25 per cent of these numbers presently have access to bilingual education where knowledge of sign language is primary and that of a local language. Providing a platform that will help the entire hearing impaired community, their interpreters, families, and educators to understand sign language, will go a long way to facilitate easier conversations and exchange of ideas, thereby enabling a more inclusive society.

scholarly journals Promovendo a Educação Financeira de Alunos Surdos Bilíngues Fundamentada na Perspectiva Etnomatemática e na Cultura SurdaFostering financial education for bilingual deaf students based on the ethnomathematics perspective and deaf culture

2020 ◽  
Vol 22 (2) ◽  
pp. 360-389
Author(s):  
Rodrigo Carlos Pinheiro ◽  
Milton Rosa
Keyword(s):  
Grounded Theory ◽  
Mathematics Education ◽  
Sign Language ◽  
Financial Education ◽  
Minas Gerais ◽  
Deaf Culture ◽  
Metropolitan Region ◽  
Deaf Students ◽  
Brazilian Sign Language ◽  
Belo Horizonte

ResumoEste artigo tem como objetivo discutir as contribuições da Etnomatemática para a promoção da educação financeira de alunos Surdos bilíngues. Dessa maneira, nossas reflexões estão baseadas em alguns resultados obtidos em uma pesquisa qualitativa que foi conduzida em uma escola pública, especializada no atendimento de alunos surdos, localizada em Belo Horizonte, Minas Gerais. Os participantes desse estudo são alunos jovens e adultos Surdos considerados bilíngues pelo fato de utilizarem a Libras (Língua Brasileira de Sinais) como primeira língua e o português como segunda língua. O material empírico foi produzido por meio dos registros das atividades matemáticas realizadas pelos estudantes surdos, das videogravações das aulas de matemática, do diário de campo do professor-pesquisador e de entrevistas semiestruturadas. Esse material foi analisado e interpretado de acordo com os pressupostos da Teoria Fundamentada nos Dados (Grounded Theory). Os resultados indicam que a condução de aulas de matemática na perspectiva da etnomatemática e uma abordagem de educação bilíngue foram essenciais para o desenvolvimento do ensino de matemática de alunos Surdos.Palavras-chave: Etnomatemática, Cultura Surda, Língua Brasileira de Sinais. AbstractThis article aims to discuss the contributions of Ethnomathematics towards to the promotion of Mathematics Education of bilingual Deaf students. Thus, our reflections are based on some results obtained in a qualitative research that was conducted in a public school specialized in attending Deaf students, which is located in the metropolitan region of Belo Horizonte, Minas Gerais. Participants in this study are Deaf young and adult students considered bilingual because they use Brazilian Sign Language as their first language and Portuguese as their second language. The empirical material was produced through mathematical activities records performed by Deaf students, video recordings of mathematics classes, the field diary of the teacher-researcher, and semi-structured interviews. This material was analyzed and interpreted according to the assumptions of grounded theory. The results indicate that the conduction of Mathematics classes from the perspective of ethnomathematics and a bilingual education approach was essential for the development of the mathematics education of Deaf students.Keywords: Ethnomathematics, Deaf Culture, Brazilian Sign Language. ResumenEste artículo tiene como objetivo discutir las contribuciones de las Etnomatemáticas a la promoción de la educación financiera para estudiantes Sordos bilingües. De esta manera, nuestras reflexiones se basan en algunos resultados obtenidos en una investigación cualitativa que se realizó en una escuela pública, especializada en el cuidado de estudiantes Sordos, ubicada en Belo Horizonte, Minas Gerais. Los participantes en este estudio son jóvenes estudiantes y adultos Sordos considerados bilingües porque usan Libras (lengua de señas brasileña) como su primer idioma y portugués como segundo idioma. El material empírico fue producido a través de los registros de actividades matemáticas realizadas por estudiantes Sordos, grabaciones de video de clases de matemáticas, el diario de campo del profesor-investigador y entrevistas semiestructuradas. Este material fue analizado e interpretado de acuerdo con los supuestos de la teoría fundamentada. Los resultados indican que la realización de clases de matemáticas desde la perspectiva de las etnomatemáticas y un enfoque de educación bilingüe fueron esenciales para el desarrollo de la enseñanza de las matemáticas para los estudiantes Sordos.Palabras clave: Etnomatemática, Cultura sorda, Lengua de señas brasileña.

scholarly journals Surdez, língua de sinais e cognição: análise das mútuas implicações

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Clélia Nogueira ◽  
Edna Machado
Keyword(s):  
Cognitive Development ◽  
Bilingual Education ◽  
Sign Language ◽  
Social Relationships ◽  
The Other ◽  
Deaf Children ◽  
Deaf People ◽  
Clinical Method ◽  
Educational Formation ◽  
Definite Solution

Tem como propósito analisar os resultados de pesquisas realizadas com crianças surdas acerca do desenvolvimento cognitivo, com base na teoria psicogenética de Jean Piaget. A primeira teve como objetivo investigar o desenvolvimento das estruturas de classificação, seriação e conservação do número em crianças surdas em idade pré-escolar. A segunda avaliou o desenvolvimento de crianças surdas com idade variando entre 12 e 14 anos, ou seja, as estruturas referentes aos períodos operatório-concreto e operatório-formal, segundo a teoria psicogenética. Uma terceira pesquisa, desenvolvida sob a orientação de uma das pesquisadoras, tinha como objetivo verificar se as crianças surdas educadas sob a concepção bilíngüe apresentavam diferenças no desenvolvimento cognitivo em relação àquelas examinadas nas duas anteriores. Todas as três pesquisas foram desenvolvidas a partir do método clínico tal como idealizado por Piaget. A análise dos resultados nos permite afirmar que a tese piagetiana da insuficiência da linguagem para a construção das estruturas cognitivas está confirmada em nossos estudos, mas, por outro lado, podemos dizer que os resultados nos apontam para a existência de outros fatores que precisam ser compreendidos no desenvolvimento cognitivo do surdo. A adoção da língua de sinais é um avanço na concepção da surdez e, com certeza, permite ao surdo ampliar seu universo de relações afetivas e sociais com seus pares, mas entendemos que a adoção da abordagem bilíngüe não é a solução definitiva para a educação dos surdos. Apesar de ser imprescindível que os surdos aprendam, o mais cedo possível, uma língua de sinais, a sua educação, nos parece, necessita ainda de um cuidado especial. Palavras-chave: surdez; desenvolvimento cognitivo dos surdos; bilingüismo. Abstract Results from research with deaf children and their cognitive development are analyzed by Piaget's psychogenetic theory. Whereas the first research investigated the development of classification, series listing and number conservation in pre-school deaf children, the second evaluated the development of 12-14-year-old deaf children, or rather, the structures comprising the concrete operatory and formal operatory periods of the psychogenetic theory. A third research, undertaken by one of the authors, verified whether deaf children who received bilingual education showed any differences in cognitive development in contrast to those in the former two researches. The three researches have been developed according to Piaget's clinical method. Results show that our analysis confirmed Piaget's thesis of language insufficiency for the construction of cognitive structures. On the other hand, results also indicate other factors that must be understood with regard to deaf people's cognitive development. The use of the natural language for the deaf, or sign language, is a landmark in the knowledge on deafness and will help deaf people to broaden their affective and social relationships with their peers. The adoption of the bilingual approach will not be the definite solution for the education of deaf people. Although deaf people must learn sign language as early as possible, special care should be dispensed in the course of their educational formation. Keywords: deafness; cognitive development of deaf people; bilingualism.

Disability and Deaf Studies and Anthropology

Anthropology ◽  
2019 ◽  
Author(s):  
Leila Monaghan
Keyword(s):  
Hearing Loss ◽  
Sign Language ◽  
Disability Studies ◽  
Singular Term ◽  
Deaf Culture ◽  
Social Constraints ◽  
Cultural Issues ◽  
Deaf Studies ◽  
The Social ◽  
The World

This article presents works on Deaf culture and language and disability topics of interest to anthropologists, particularly sociocultural and linguistic anthropologists. While some of the work here comes directly out of the field of anthropology, including work in anthropology on disability and medical anthropology, other works are from interdisciplinary fields such as Deaf studies and disability studies. This review includes Literature Reviews and Encyclopedias, Theory, Anthologies, Ethnographies, and Memoirs and then two sections focusing on topics of particular interest to disability and Deaf studies scholars: Education, and Science, Ethics, and Eugenics. Finally, Journals and Web Resources are also listed. While disability studies and Deaf studies are closely related, they have different emphases, something reflected in the different categories of this article. Disability studies work often looks at the relationship between society and individuals. British disability work has a particularly strong societal emphasis including government policies and institutional practices around issues such as infrastructure and the environment. American disability studies emphasize more cultural issues including attitudes and artistic endeavors but still at a society-wide level. Concurrent with this focus on larger social structures are the individual stories of people living within societies. These individual stories are reflected in the numerous memoirs in the discipline. What British and American approaches share is a view of the social construction of disability, that society disables people by creating contexts where people cannot function or are excluded. The most obvious social constraints are physical issues such as sidewalks with no curb cuts that impede wheelchair users’ mobility but can range from issues of stigma connected to disability to the rejection of neurodiversity. There is a great deal of interest in the field in intersectionality, and the cross-cutting currents of disability, gender, race, sexuality, and class, all of which manifest at both the social and individual level. Part of this interest is a growing awareness of disability in the Global South. While disability studies often focuses on individuals and institutions, Deaf studies frequently centers around language and community issues. Seminal works in Deaf studies were linguistic descriptions of American Sign Language and other sign languages around the world. Each sign language was seen as a core part of the culture of what are often tight-knit communities brought together by common schooling, common experiences of discrimination, and a strong sense of history. There is interest in the field in both intracultural variation and intercultural variation, looking at Deaf cultures around the world. More recently, authors have also begun to focus on phenomenology and ontological issues. Note: Language within both disability studies and Deaf studies is contentious and differs according to scholarly community and author. This article uses the singular term “disability” when referring to disability studies or the concept of disability but the plural when referring to “people with disabilities.” This article also uses the capital version “Deaf” as a default, but some authors use other forms including “deaf” generally or distinguishing between “deaf individuals with hearing loss” and “Deaf culture.” Another form sometimes used is d/Deaf, which refers to both hearing loss and culture. Usage in all bibliographic entries attempts to follow that of the authors.

Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children

2020 ◽  
Vol 26 (1) ◽  
pp. 159-169
Author(s):  
Peter K Crume ◽  
Amy Lederberg ◽  
Brenda Schick
Keyword(s):  
Bilingual Education ◽  
American Sign Language ◽  
Sign Language ◽  
Sixth Grade ◽  
Deaf Children ◽  
American Sign ◽  
Education Programs ◽  
Language Abilities ◽  
Language Of Instruction ◽  
Significant Difference

Abstract Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to assess their capacity to use ASL or English-like signing in nine different languages and reading tasks. Our results found that there was no significant difference in the deaf children’s ability to comprehend narratives in ASL compared to when they are told in English-like signing. Additionally, language abilities in ASL and English-like signing were strongly related to each other and to reading. Reading was also strongly related to fingerspelling. Our results suggest that there may be a role in literacy instruction for English-like signing as a supplement to ASL in deaf bilingual schools.

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