Made to Hear

Mauldin, Laura

doi:10.5749/minnesota/9780816697243.001.0001

Cited by 170 publications

(16 citation statements)

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“…They may be born in a community where there is not access to a national sign language or formal schooling for the deaf. In countries with universal hearing screenings at birth, children and their families are rapidly recruited into systems with support for medical interventions like hearing aids or cochlear implants and language intervention like speech therapy or sign language classes ( Mauldin, 2016 ). And while there is a considerable body of work documenting spoken language acquisition for DHH children, both at home and at school, 6 in this section, we focus on DHH children who are acquiring a sign language.…”

Section: Acquiring Turn-taking Structures: Signed Language Developmentmentioning

confidence: 99%

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure

Horton

Singleton

2022

Front. Psychol.

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The task of transitioning from one interlocutor to another in conversation – taking turns – is a complex social process, but typically transpires rapidly and without incident in conversations between adults. Cross-linguistic similarities in turn timing and turn structure have led researchers to suggest that it is a core antecedent to human language and a primary driver of an innate “interaction engine.” This review focuses on studies that have tested the extent of turn timing and turn structure patterns in two areas: across language modalities and in early language development. Taken together, these two lines of research offer predictions about the development of turn-taking for children who are deaf or hard of hearing (DHH) acquiring sign languages. We introduce considerations unique to signed language development – namely the heterogenous ecologies in which signed language acquisition occurs, suggesting that more work is needed to account for the diverse circumstances of language acquisition for DHH children. We discuss differences between early sign language acquisition at home compared to later sign language acquisition at school in classroom settings, particularly in countries with national sign languages. We also compare acquisition in these settings to communities without a national sign language where DHH children acquire local sign languages. In particular, we encourage more documentation of naturalistic conversations between DHH children who sign and their caregivers, teachers, and peers. Further, we suggest that future studies should consider: visual/manual cues to turn-taking and whether they are the same or different for child or adult learners; the protracted time-course of turn-taking development in childhood, in spite of the presence of turn-taking abilities early in development; and the unique demands of language development in multi-party conversations that happen in settings like classrooms for older children versus language development at home in dyadic interactions.

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Section: Acquiring Turn-taking Structures: Signed Language Developmentmentioning

confidence: 99%

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure

Horton

Singleton

2022

Front. Psychol.

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“…There are two opposing ontological assumptions concerning the deaf person: 1) the deaf person is disabled and needs a cure to take their place in the hearing world and 2) the deaf person is not disabled but is a member of a minoritized language and a cultural group and possesses a first language and an identity with which to navigate hearing and deaf worlds. Both positions are presented as stark choices to parents of deaf children (Mauldin, 2016). Each position on the binary poses a threat to the other.…”

Section: What Sign Bilingualism Ought To Bementioning

confidence: 99%

Sign and School

Kyle

2022

Momento - ISSN 0102-2717, Rio Grande, Brasil

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When our international collection of papers on the status of signing in school was published in 1987, we believed we were in transition in the UK. The discovery of sign languages and their validation by linguists, had provided the base for the implementation which the deaf community had requested. Deaf children ought to have sign language as their language of interaction and instruction. The collection highlighted forward thinking but also showed that different countries were at different stages of their journey. In this contribution, we reflect on the knowledge we had then, the discoveries since, and ask the question: is it now the norm that deaf children, from the earliest of age, have access to sign language (in our case, British Sign Language), and can we describe the evidence that says this is working to produce more adjusted and effective citizens? We look beyond the simple question to consider whether the bilingualism we have been advocating is one-sided and does not produce a change in attitude for the majority society. In effect, if deaf people become bilingual, does it allow society to remain monolingual and to avoid engagement with the deaf view of life and society? And finally, the paper asks: what will be hearing loss or/and hearing enhancement in future?

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“…Friedner and Helmreich reposition phonocentric models of speech, arguing for attention to the diversity of what they call "sensory socialities" (Friedner and Helmreich 2012). Clearly, what constitutes Deaf politics varies widely across contexts, often depending on the status of minoritized identities in different national and international settings, historically changing circumstances, technologies, and notions of the sensorium (Blume 2009;Green 2014;Kusters 2015;Mauldin 2016). 10 In short, all these works make clear that disability worlds are shaped by the intimate and broader contexts in which they evolve.…”

Section: S8mentioning

confidence: 99%