Signers of Tales: The Case for Literary Status of an Unwritten Language

Frishberg, Nancy

doi:10.1353/sls.1988.0023

Cited by 21 publications

(7 citation statements)

References 5 publications

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“…Writing systems also allow for the development of a culture's written literature, which provides a language learner with a wealth of opportunities for practice with learning language structure and lexical items. In the absence of a written literature, a culture may engage genres of oral discourse (e.g., oratory, folklore, and performance art) for passing on the culture's traditions and beliefs, and this is certainly true for ASL (Frishberg, 1988). A video-based literature that captures genres of oral discourse could perhaps provide the same benefits as a written literature, though the availability of a large and diverse set of resources for signed language instruction and learning may remain limited—at least when compared with written resources for the common spoken languages that are taught to adult speakers.…”

Section: Implications Of Not Having a Commonly Used Writing Systemmentioning

confidence: 99%

Teaching American Sign Language to Hearing Adult Learners

Quinto‐Pozos

2011

Ann Rev Appl Linguist

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American Sign Language (ASL) has become a very popular language in high schools, colleges, and universities throughout the U.S., due, in part, to the growing number of schools that allow students to take the language in order to fulfill a foreign or general language requirement. Within the past couple decades, the number of students enrolled in ASL classes has increased dramatically, and there are likely more instructors of ASL at the present time than ever before. ASL and spoken language instruction are similar in some aspects; however, there are also differences between the two (e.g., modality differences involving visual rather than auditory perception and processing, no commonly used writing system in ASL, and the socio-cultural history of deaf-hearing relations). In spite of these differences, minimal research has been done on ASL learning and classroom pedagogy—especially in recent years. This article reports on studies that have been performed recently and it also suggests various themes for future research. In particular, three main areas of research are proposed: the possible role of the socio-political history of the Deaf community in which ASL teaching is situated, linguistic differences between signed and spoken languages, and the use of video and computer-based technologies.

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Section: Implications Of Not Having a Commonly Used Writing Systemmentioning

confidence: 99%

Teaching American Sign Language to Hearing Adult Learners

Quinto‐Pozos

2011

Ann Rev Appl Linguist

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“…What ASL does have is a literary tradition comparable to the oral traditions found in spoken languages (see Bahan, 1992;Jacobowitz, 1992;Low, 1992;Peters, 2000;Rutherford, 1993). Nancy Frishberg (1988) has identified three major indigenous literary genres in ASL: oratory, folklore, and performance art. Further, the advent of the movie camera made possible the compilation of the literary traditions and even the canon of ASL in a way not previously possible.…”

Section: Literary and Artistic Traditionmentioning

confidence: 99%

Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences

Reagan

2020

Handbook on Promoting Social Justice in Education

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In this chapter, it will be argued that there are two fundamentally different ways in which deafness can be conceptualized: as a pathological medical condition (deafness) and as a distinctive linguistic, cultural, and social identity (Deafness). The characteristics and attributes of the Deaf cultural community (called the DEAF-WORLD in American Sign Language) will be explored: the role and place of its vernacular language (ASL), the awareness of group identity shared by its members, its distinctive behavioral norms, its endogamous marital patterns, the cultural artifacts that are most closely associated with it, its shared, insider

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“…ASL contains, for instance, phonological binary opposites, morphological combinations, and word order that are comparable to the features and constructions of the world's spoken languages. The arguments that ASL has no cultural traditions, with a belief that it is due to a lack of a written form, were dispelled by several researchers (Davis, 1998; Frishberg, 1988; Padden & Humphries, 1988, 2005; Rutherford, 1988; Wilcox, 1992; Wilcox & Wilcox, 1997). They found that there is a rich body of cultural traditions in arts and literature that are recorded on videotapes, digital video device, and other visual media.…”

Section: American Sign Language As a Foreign Languagementioning

confidence: 99%

American Sign Language as a Foreign Language in U.S. High Schools: State of the Art

Rosen

2008

The Modern Language Journal

112

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The last 2 decades witnessed a growth in American Sign Language (ASL) as a foreign language in U.S. secondary schools. This overview of the current state of ASL as a foreign language in the schools consists of a history and a survey. The information on history was drawn from a study conducted by Rosen (2006). This history is followed by a national survey compiled by Rosen (2005) on U.S. secondary schools offering ASL for foreign language credit. The survey provided information on the number and distribution of schools, teachers, classes, students, departments, and the process for program implementation. The information is used to ascertain the current breadth and scope of, and to discern trends in, ASL as a foreign language in public high schools nationwide.

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Signers of Tales: The Case for Literary Status of an Unwritten Language

Cited by 21 publications

References 5 publications

Teaching American Sign Language to Hearing Adult Learners

Teaching American Sign Language to Hearing Adult Learners

Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences

American Sign Language as a Foreign Language in U.S. High Schools: State of the Art

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