Interrogating sign language ideologies in the Saskatchewan deaf community: An autoethnography

Weber, Joanne

doi:10.1515/9781501510090-002

Cited by 7 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The failure of oralism in educating most deaf children gradually led to the increased use of systems that involved signing and speaking at the same time, the idea being to model the spoken language on the hands while talking, often resulting in language use that is unnatural and inaccessible for deaf people (Scott & Henner, 2020). The gradual increase of mainstreaming of deaf students with their hearing peers in public schools from the early 1970s led to their being isolated from other deaf children and is therefore associated with alternative (often interrupted) pathways of sign language learning and maintenance (Weber, 2020). This, in contrast to the communities that formed in the residential deaf schools starting in the late 1700s in which sign languages grew and thrived continuously across generations.…”

Section: Oralism and Deficit Perspectives On Deafnessmentioning

confidence: 99%

Emergence and evolutions: Introducing sign language sociolinguistics

Kusters

Lucas

2022

Journal of Sociolinguistics

View full text Add to dashboard Cite

The sociolinguistics of sign languages parallels as well as complements the sociolinguistics of spoken languages. All of the key areas of sociolinguistics, such as multilingualism, language contact, variation, and language attitudes-are of immediate relevance to sign languages. At the same time, sign language researchers using a range of data sources and methods (e.g., sign language corpora, linguistic elicitation, and linguistic ethnography) have showed that the unique natures and features of sign languages allow us to look at all these areas from a different vantage point. First, deficit perspectives on deafness serve to sharply distinguish the reality of sign languages from that of spoken languages. The linguistic status of sign languages has been long contested, and certain forms of signing are still labeled "nonlanguage." The delineation and differentiation of sign languages, and of sign languages from other signing practices (e.g., gesturing, home sign) has therefore been a key issue. Second, sign languages are used by both deaf and hearing people, in contexts where spoken/written languages, and increasingly also other sign languages are in use, leading to complex multimodal forms of signspoken, sign-written, and sign-sign language contact, and to hierarchical constellations of language attitudes and This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

show abstract

Section: Oralism and Deficit Perspectives On Deafnessmentioning

confidence: 99%

Emergence and evolutions: Introducing sign language sociolinguistics

Kusters

Lucas

2022

Journal of Sociolinguistics

View full text Add to dashboard Cite

show abstract

“…Under an ideology of ownership, deaf people are the true authorities on sign languages (Eichmann, 2009), because these languages are based on the sensory experiences of deaf people (Murray, 2020). Weber (2020) argues that deaf people have a moral duty to promote the status of sign languages.…”

Section: Two Ideologies Underpinning the Measurement Of Language Vita...mentioning

confidence: 99%

Ideologies behind the scoring of factors to rate sign language vitality

Webster

Safar

2020

Language & Communication

View full text Add to dashboard Cite

“…as the provision of cochlear implants and speech-based instruction to the exclusion of sign language (Snoddon, 2009). Thus, inclusive education masks antipathy toward sign language, deaf children's individual needs, and deaf communities (Weber, 2020). As Branson and Miller (1993) noted, inclusive education is based on a medical model of deafness instead of on cultural and linguistic difference.…”

Section: The Severance Of Intergenerational Language Transmissionmentioning

confidence: 99%

“…Kermit (2019) describes this as "the ability to identify rationally and emotionally with oneself as an authentic human being" (p. 121). Instead, deaf children and youth in inclusive educational contexts are frequently reported to employ "passing" behaviours where children attempt to behave like hearing people (Goico, 2019;Kermit, 2019;Weber, 2020).…”

Section: Loss Of Identitymentioning

confidence: 99%

The Social and Epistemological Violence of Inclusive Education for Deaf Learners

Snoddon

2020

CJDS

View full text Add to dashboard Cite

This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.

show abstract

Interrogating sign language ideologies in the Saskatchewan deaf community: An autoethnography

Cited by 7 publications

References 0 publications

Emergence and evolutions: Introducing sign language sociolinguistics

Emergence and evolutions: Introducing sign language sociolinguistics

Ideologies behind the scoring of factors to rate sign language vitality

The Social and Epistemological Violence of Inclusive Education for Deaf Learners

Contact Info

Product

Resources

About