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Journal of Education O U JOURNAL of EDUCATION Boston University School of Education NONPROFIT R
J Journal of Education O U JOURNAL OF EDUCATION Boston University School of Education NONPROFIT R ORGANIZATION N Two Silber Way U.S. POSTAGE A L Founded in 1875 Boston, MA 02215 PAID BOSTON, MA O PERMIT NO. 1839 F E D Volume 196 • Number 1 • 2016 U C A T I O CULTURAL AND LINGUISTIC DIVERSITY N Letter from the Editor Roselmina Indrisano Close Reading and Far-Reaching Classroom Discussion: Fostering a Vital Connection Catherine Snow and Catherine O’Connor Deaf Students as a Linguistic and Cultural Minority: Shifting Perspectives and Implications for Teaching and Learning Michael Higgins and Amy M. Lieberman V o l u Rethinking Teaching and Learning Mathematics for Social Justice from a Critical m e Race Perspective 1 9 Gregory V. Larnell, Erika C. Bullock, and Christopher C. Jett 6 • N Teaching Young Dual Language Learners to Be Writers: Rethinking Writing Instruction u m Through the Lens of Identity b e Christopher J. Wagner r 1 • 2 “I’ve Known Rivers”: A Reflection on the Synergy of Multigenre, Multimodal Texts 0 1 Elizabeth Richter 6 ESSAY BOOK REVIEWS Academic/Professional Texts Laura Kyser Callis and Daniel J. Osborn Books for Young Readers Laura Jiménez, Elizabeth Nolan, and Roselmina Indrisano B o s t o n U n i v e r s i t y S c h o o l o f E d u c a t i o n Boston University School of Education JOURNAL OF EDUCATION volume 196, number 1, 2016 Cultural and Linguistic Diversity Letter from the Editor vii Roselmina Indrisano Close Reading and Far-Reaching Classroom Discussion: Fostering a Vital Connection 1 Catherine Snow and Catherine O’Connor Deaf Students as a Linguistic and Cultural Minority: Shifting Perspectives and Implications for Teaching and Learning 9 Michael Higgins and Amy M. -
Facilitador En El Desarrollo Del Lenguaje Oral. the Gesture: Facilitator in the Development of Oral Language
Trabajo Fin de Grado Magisterio en Educación Primaria El gesto: facilitador en el desarrollo del lenguaje oral. The gesture: facilitator in the development of oral language. Autora Noelia Garcés Catalán Directora Margarita Francés Juara FACULTAD DE EDUCACIÓN 2018 El gesto: facilitador en el desarrollo del lenguaje oral. “La comunicación en los seres humanos es un fenómeno resiliente; cuando se impide que salga por la boca, emana de manera casi incontenible por los dedos” GOLDIN-MEADOW 1 El gesto: facilitador en el desarrollo del lenguaje oral. Contenido RESUMEN ............................................................................................................................... 3 ABSTRACT ............................................................................................................................. 3 1. JUSTIFICACIÓN Y OBJETIVOS ................................................................................... 4 1.1. JUSTIFICACIÓN DE LA INVESTIGACIÓN .......................................................... 4 1.2. OBJETIVOS DE ESTUDIO ..................................................................................... 5 1.2.1. Objetivos específicos ........................................................................................... 6 1.2.2. Preguntas de investigación ................................................................................... 7 1.2.3. Formulación de hipótesis ...................................................................................... 7 2. MÉTODO Y ESTRUCTURA DEL TRABAJO -
Books About Deaf Culture
Info to Go Books about Deaf Culture 1 Books about Deaf Culture The printing of this publication was supported by federal funding. This publication shall not imply approval or acceptance by the U.S. Department of Education of the findings, conclusions, or recommendations herein. Gallaudet University is an equal opportunity employer/educational institution, and does not discriminate on the basis of race, color, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. 2 Books about Deaf Culture There are many books about the culture, language, and experiences that bind deaf people together. A selection is listed in alphabetical order below. Each entry includes a citation and a brief description of the book. The names of deaf authors appear in boldface type. Abrams, C. (1996). The silents. Washington, DC: Gallaudet University Press. A hearing daughter portrays growing up in a close Jewish family with deaf parents during the Depression and World War II. When her mother begins to also lose her sight, the family and community join in the effort to help both parents remain vital and contributing members. 272 pages. Albronda, M. (1980). Douglas Tilden: Portrait of a deaf sculptor. Silver Spring, MD: T. J. Publishers. This biography portrays the artistic talent of this California-born deaf sculptor. Includes 59 photographs and illustrations. 144 pages. Axelrod, C. (2006). And the journey begins. Washington, DC: Gallaudet University Press. Cyril Axelrod was born into an Orthodox Jewish family and is now deaf and blind. -
Deaf History Notes Unit 1.Pdf
Deaf History Notes by Brian Cerney, Ph.D. 2 Deaf History Notes Table of Contents 5 Preface 6 UNIT ONE - The Origins of American Sign Language 8 Section 1: Communication & Language 8 Communication 9 The Four Components of Communication 11 Modes of Expressing and Perceiving Communication 13 Language Versus Communication 14 The Three Language Channels 14 Multiple Language Encoding Systems 15 Identifying Communication as Language – The Case for ASL 16 ASL is Not a Universal Language 18 Section 2: Deaf Education & Language Stability 18 Pedro Ponce DeLeón and Private Education for Deaf Children 19 Abbé de l'Epée and Public Education for Deaf Children 20 Abbé Sicard and Jean Massieu 21 Laurent Clerc and Thomas Hopkins Gallaudet 23 Martha's Vineyard 24 The Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons 27 Unit One Summary & Review Questions 30 Unit One Bibliography & Suggested Readings 32 UNIT TWO - Manualism & the Fight for Self-Empowerment 34 Section 1: Language, Culture & Oppression 34 Language and Culture 35 The Power of Labels 35 Internalized Oppression 37 Section 2: Manualism Versus Oralism 37 The New England Gallaudet Association 37 The American Annals of the Deaf 38 Edward Miner Gallaudet, the Columbia Institution for the Instruction of the Deaf and Dumb, and the National Deaf-Mute College 39 Alexander Graham Bell and the American Association to Promote the Teaching of Speech to the Deaf 40 The National Association of the Deaf 42 The International Convention of Instructors of the Deaf in Milan, Italy 44 -
A Comparative Study of the Effects of the Makaton Vocabulary and a Language Stimulation Programme on the Communicaiton Abilities of Mentally Handicapped Adults
A COMPARATIVE STUDY OF THE EFFECTS OF THE MAKATON VOCABULARY AND A LANGUAGE STIMULATION PROGRAMME ON THE COMMUNICAITON ABILITIES OF MENTALLY HANDICAPPED ADULTS Elenor M Birkett Department of English Language, University of Glasgow Degree of M.Litt. December 1984 ACKNOWLEDGEMENTS I am most grateful to Dr M.K.C. MacMahon (Department of English Language), who has provided advice and support for my efforts from start to finish, and to Dr. A.W. Shirley (Department of Psychology) for his invaluable statistical assistance. There are also a number of colleagues to whom thanks are due: to Clinical Psychologists, James Furnell and June McDermont, for administering one of the assessments; to Paul Dickens, who provided sympathetic advice; to fellow Speech Therapists, Gail Robertson and Moira Bankier, for their support; and to Margaret Walker and other representatives of the Makaton Vocabulary Development Project for their interest and advice. I would also like to express my gratitude to the hospital staff of both the Royal Scottish Hospital and Lynebank Hospital for their co-operation, and in particular to Janet Scott of the Speech Therapy Department at Lynebank. In addition, I am most grateful to the twenty-four patients who readily took part in the study, and without whom this project would never have taken place. Finally, I must express thanks to Lynne and John Wallis for patiently typing this project; to Joan Clarke for lovingly caring for my daughter whilst I worked; to my parents for their help. I also thank my two daughters Claire and Zoë, who have tolerated their Mum’s pre- occupation with work. -
TEFL for Deaf Pupils in Norwegian Bilingual Schools: Can Deaf Primary School Pupils Acquire a Foreign Sign Language?
PATRICIA PRITCHARD British to-handed alphabet TEFL for deaf pupils in Norwegian bilingual schools: Can deaf primary school pupils acquire a foreign sign language? Norwegian one-handed alphabet Masters Thesis in Special Education Dept. of Education, Faculty of Social Sciences & Technology Management, Norwegian University of Science & Technology, Trondheim, Norway December 2004 Summary TEFL for deaf pupils in Norwegian bilingual schools: Can deaf primary school pupils acquire and understand a foreign sign language? Both hearing and deaf people in Norway need skills in English to cope with the demands of modern society. The question is how can deaf pupils best acquire English? A National Curriculum was implemented in 1997 (L97) based on sign bilingualism and a socio-cultural approach to language learning. British Sign Language (BSL) was introduced into the English syllabus for Primary School deaf pupils as a first step in foreign language learning, before the introduction of English. The curriculum for deaf pupils (EfDP) was implemented without research underpinning and further education of in-service teachers, although some teaching aids were produced. This study looks at the BSL receptive skills of Norwegian Deaf pupils in class 4. and tries to pinpoint variables that played a part in their acquisition of BSL. The study makes use of theories created for hearing children acquiring a second spoken language. This is seen as defensible because they deal with the acquisition of languages of the same modality. A quantitative method was chosen to answer the research question of whether deaf Norwegian pupils in class 4 understood BSL and three language tests were used to measure their BSL receptive skills. -
Through Deaf Eyes Weta and Florentine Films/Hott Productions, Inc
THROUGH DEAF EYES WETA AND FLORENTINE FILMS/HOTT PRODUCTIONS, INC. JANUARY 10, 2007 THIS SCRIPT INCORPORATES THE CORRECTED NARRATION. ###MARKS THE BEGINNING AND ENDING OF OPEN CAPTION SECTIONS. THESE SECTIONS DO NOT REQUIRE CLOSED CAPTIONS. Words Appear: “The following program is available in high-definition TV.” Now, Actor and Director CJ Jones signs as he speaks. CJ JONES: I was driving down on the freeway, oh it was a beautiful day. All the birds were flying and all the birds were singing and all the birds dropping, hey you, quack quack quack, I got you. He swerves and shows a bird hitting his face, then falling. All of a sudden I look through the rear view mirror, the guy behind me was so angry, honk, honk, honk. “Hey you, what are you deaf, huh?” Well that makes me angry, of course I’m deaf and proud. So I step on the gas. Oh, by the way I have a Mercedes 500 ACL. I’m rich and deaf, thank you very much. Finally I caught up with that car. Automatic window. It rolls down. Hey you, what are you hearing, huh? I. King Jordan, former president, Gallaudet University, signs as he speaks. I. KING JORDAN: When you talk to people who can hear and you ask them what do you think it would be like to be a deaf person? Then all of their thinking is well, I couldn’t do this. Can’t, can’t, can’t, can’t, can’t. They would start listing all the things they can’t do. -
Formational Units in Sign Languages Sign Language Typology 3
Formational Units in Sign Languages Sign Language Typology 3 Editors Marie Coppola Onno Crasborn Ulrike Zeshan Editorial board Sam Lutalo-Kiingi Irit Meir Ronice Müller de Quadros Roland Pfau Adam Schembri Gladys Tang Erin Wilkinson Jun Hui Yang De Gruyter Mouton · Ishara Press Formational Units in Sign Languages Edited by Rachel Channon Harry van der Hulst De Gruyter Mouton · Ishara Press ISBN 978-1-61451-067-3 e-ISBN 978-1-61451-068-0 ISSN 2192-5186 e-ISSN 2192-5194 Library of Congress Cataloging-in-Publication Data Formational units in sign languages / edited by Rachel Channon and Harry van der Hulst. p. cm. Ϫ (Sign language typology ; 3) Includes bibliographical references and index. ISBN 978-1-61451-067-3 (hbk. : alk. paper) 1. Sign language Ϫ Phonology, Comparative. 2. Grammar, Comparative and general Ϫ Phonology, Comparative. I. Channon, Rachel, 1950Ϫ II. Hulst, Harry van der. P117.F68 2011 419Ϫdc23 2011033587 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de. Ą 2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston and Ishara Press, Nijmegen, The Netherlands Printing: Hubert & Co. GmbH & Co. KG, Göttingen ϱ Printed on acid-free paper Printed in Germany www.degruyter.com Contents Introduction: Phonetics, Phonology, Iconicity and Innateness Rachel Channon and Harry van der Hulst ...................................................1 Part I. Observation Marked Hand Configurations in Asian Sign Languages Susan Fischer and Qunhu Gong .................................................................19 The phonetics and phonology of the TİD (Turkish Sign Language) bimanual alphabet Okan Kubus and Annette Hohenberger (University of Hamburg and Middle East Technical University) .......................................................43 Child-directed signing as a linguistic register Ginger Pizer, Richard P. -
Deaf Studies Through the Eyes of Anthropology
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Eastern Kentucky University Eastern Kentucky University Encompass University Presentation Showcase Event 2014 University Presentation Showcase Deaf Studies Through the Eyes of Anthropology Emily Skanes [email protected] Follow this and additional works at: https://encompass.eku.edu/swps Recommended Citation Skanes, Emily, "Deaf Studies Through the Eyes of Anthropology" (2014). University Presentation Showcase Event. 10. https://encompass.eku.edu/swps/2014/2014/10 This Poster is brought to you for free and open access by the Scholars Week at Encompass. It has been accepted for inclusion in University Presentation Showcase Event by an authorized administrator of Encompass. For more information, please contact [email protected]. [SKANES] 1 Deaf Studies Through the Eyes of Anthropology By: Emily Skanes Dr. Wies Independent Study Eastern Kentucky University 2 [SKANES] Abstract For years, the Deaf community has struggled to achieve their language to be seen as a true language and to have empowerment. Research in anthropology has aided the community in this effort by answering questions like: Is Sign Language a real language, what is deaf culture, and how do deaf view their identity? The concepts discussed include: deaf community, culture, identity, membership, ethnicity, and deafness vs. Deafhood. This Literature analysis will identify the efforts previous studies have done and identify what questions still need to be addressed. This paper suggests that more ethnographic research should be conducted with the deaf culture. Introduction “Us verses Them” is the term that defines unity. The Deaf World is a community of people that united against the hearing world. -
64K Pdf File
Convergent Evidence forthe Structure of DeterminerPhrases in American Sign Language Benjamin Bahan, Boston University Judy Kegl, Rutgers University Dawn MacLaughlin, Boston University Carol Neidle, Boston University ©1995 Bahan, Kegl, MacLaughlin & Neidle In: Leslie Gabriele, Debra Hardison,and Robert Westmoreland, eds., FLSMVI. Proceedings of the Sixth Annual Meeting of the Formal Linguistics Society of Mid-America. Volume Two: Syntax II & Semantics/Pragmatics.Distributed by the Indiana University Linguistics Club, Bloomington, Indiana, 1995. pp. 1-12. Convergent Evidence for the Structure of Determiner Phrases in American Sign Language Benjamin Bahan, Boston University Judy Kegl, Rutgers University Dawn MacLaughlin, Boston University Carol Neidle, Boston University After 30 years of research on the linguistic structure of American Sign Language (ASL), one might expect that most of the major syntactic phenomena would have been addressed, at least at a descriptive level. It is surprising to note that very little research has yet been done on noun phrases in this language.1 In this paper, we investigate the basic structure of noun phrases in ASL. The work reported here is part of a larg e r, ongoing project to elaborate the functional architecture of ASL. While one might think that a description of the noun phrase in A S L should be straightforward, in reality it turns out to be rather daunting, in part because there is significant dialect variation with respect to noun phrase structure. For this reason, we have focussed on a l a rge corpus of data from a single Deaf native signer of ASL. We consider specifically the identification and distribution of determiners. -
Hospital Communication Book
The Hospital Communication Book Helping to make sure people who have difficulties understanding and /or communicating get an equal service in hospital Talking clearly Visual Impairment Using Signing Using Pictures and Symbols Hearing loss Developed on behalf of The Learning Disability Partnership Board in Surrey Introduction and Contents This communication book has been developed on behalf of The Learning Disability Partnership Board in Surrey. The Partnership Board funded the Access To Acute Hospitals Project which aimed to help make sure that people with a learning disability had the right support when they used acute hospital services. The biggest barrier to people receiving the right support was found to be communication. This book aims to help hospital staff in 2 ways, and contains 2 sections. • Section 1 - To give acute hospital staff basic information about the communication needs people may have • Section 2 - To be a practical communication tool people can use to help communicate together. Section 1 - Information Pages Section 2 - The Picture, Symbol, Photo Toolkit • Page 3 - Communicating with speech • Page 9 - Drinks • Pages 16, 17, 18 - Procedures • Page 4 - Supporting people with visual impairments • Page 10 - Food • Pages 19 & 20 - Body parts • Page 5 - Supporting people with a hearing loss • Page 11 - People • Page 21 - Full Body • Page 6 - Using Signing • Page 12 - Personal things • Page 22 - Nil by Mouth • Page 7 - Examples of useful signs • Page 13 - Personal care • Page 23 - Places • Page 8 - Using photos, pictures, and symbols • Page 14 - Symptoms • Page 24 - When Do I Go Home ? These pages aim to explain some of the key • Page 15 - Degree of Pain communication issues for people with learning These are practical pages of pictures you can use to offer people choices, explain to disabilities. -
Communication Approaches Currently in Use in the Education of Deaf Children and Young People in the UK
Communication approaches currently in use in the education of deaf children and young people in the UK BATOD’s role in this document is to describe the range of communication approaches currently in use in the UK. BATOD does not endorse any one particular approach. The Association’s aim is to promote excellence in the education of deaf children and young people through whichever approach is being used. Statement of Entitlement All children and young people have the right to a language and/or developed communication system which enables them to communicate effectively in a variety of settings and for a variety of purposes, including accessing education. Communication Choices Once a child has been diagnosed with a significant hearing loss his/her parents may be confronted with making a decision about the communication approach they, and the child, should adopt. In order to participate fully in making this decision, parents should have clear and unbiased information about the possible options. Their choice may depend on a number of factors such as the family situation and home language, whether the child has additional special educational needs, and perhaps the degree of deafness. Outside influences such as accessibility to a peer group using the same communication approach, and the range of educational placements available may also affect preference. Having taken these factors into consideration, parents may also weigh up the philosophical arguments and possible outcomes of the different approaches. Broadly speaking communication approaches can be categorised under 3 main headings: auditory/oral, manually coded English, and sign bilingualism. The future aims of parents undertaking these approaches might be: Auditory/Oral We want our child to speak, write and understand spoken and written English.