Signs of Oppression in the Academy

Henner, Jon; Robinson, Octavian

doi:10.4324/9780367815103-6

Cited by 8 publications

(3 citation statements)

References 1 publication

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“…Ghosh 2010; Kim 2016). Disabled women are socially pressured more to perform abled-bodiedness (here, performative hearingness ; Henner & Robinson 2021b). However, the effect of gender is not found to interact with the effect of affect.…”

Section: Discussionmentioning

confidence: 99%

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Feeling disabled: Vowel quality and assistive hearing devices in embodying affect

2022

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Previous research has proposed that phonetic variation may index affect prior to indexing other social meanings. This study explores whether the affective indexicality of vowels identified in previous studies can also be observed among deaf or hard-of-hearing speakers, in this case, speakers of Taiwan Mandarin. The results suggest that /i/ backing is invoked to signal negative affect. This study also demonstrates how assistive devices like hearing aids and cochlear implants can be considered semiotic resources. For deaf or hard-of-hearing speakers, assistive hearing devices enter into a process of bricolage with linguistic and other symbolic resources, generating new potentials for the embodiment of affect. (Affect, iconicity, Taiwan Mandarin, embodied sociolinguistics, deafness)*

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Section: Discussionmentioning

confidence: 99%

“…Due to a pressure to perform hearingness under audism (Henner & Robinson 2021b), only a small portion of D/HH children attend a deaf school, where Taiwan Sign Language is the medium of instruction. Since the 1980s, ‘inclusive education’ has been implemented in Taiwan.…”

Section: Methodology: Device-on/off Experimentsmentioning

confidence: 99%

Feeling disabled: Vowel quality and assistive hearing devices in embodying affect

2022

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“…Instead, we encourage critical applied linguists to develop new strategies for attending to the language practices of racialized communities in efforts to surface alternative decolonial genres of the human that have existed and continue to exist in these communities but have often been misrecognized in scholarly efforts to identify competence. It is important to do this through an intersectional lens that brings attention to the co‐naturalization of race and language with linked forms of social differentiation and marginalization, including disability, gender, and sexuality as part of the maintenance of European colonial logics (Cioé‐Peña, 2022; Henner & Robinson, 2021; Kubota, 2020; Milani, 2019). Our fear is that a failure to do so will result in scholars a decade from now hypothesizing and seeking to assess a translanguaging competence based on normative white and ableist evaluation systems or seeking to close a raciolinguistic gap suggesting that racialized communities are linguistically lacking and in need of interventions that include the imposition of racially, socioeconomically, and sexually normative familial arrangements to sustain legitimate language learning.…”

Section: Moving Beyond Competence In Applied Linguisticsmentioning

confidence: 99%

Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguistics

Flores

Rosa

2022

Language Learning

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Conceptualizations of competence that permeate applied linguistics systematically fail to account for the role of racialization in language learning and assessments thereof. To interrogate the racialization of linguistic competence, we first examine its discursive emergence in conjunction with the ideological construction of linguistic homogeneity as central to the naturalization of race within the context of European colonialism. We then track how ideas about linguistic competence took shape jointly with a genre of the human that is overrepresented as white, as well as how this particular genre of the human informed foundational conceptualizations of communicative competence. After analyzing relevant examples of how communicative competence has been taken up in ways that reify this racializing ideology, we end with an alternative conceptualization of the goals of language learning that focuses on the worldviews and lifeways of racialized communities to move beyond universalizing conceptions of competence as the desired outcome.

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The impact of language education policies on Irish sign language in Irish deaf education

Conama

2024

Lang Policy

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This article will explore the impact of various language education policies and their measures on Irish Sign Language (ISL) in Irish deaf education. The focus will be on how previous and current policy decisions regarding language education have affected the use and recognition of ISL as a legitimate language in the education system. The article will discuss both deaf schools and mainstream schools. The article will briefly provide an overview of ISL's history in Ireland, including its recognition as a language in 2017 by legislation (ISL Act 2017) and the current policies regarding its use in education. The impact of these policies on the development and use of ISL in deaf education will be concisely examined, including issues of access to education, teacher training, and curriculum development. Additionally, attitudes towards ISL will be briefly examined. The article will conclude with the ongoing challenges and opportunities for improving the status of ISL in Irish deaf education through policy reform and community advocacy.

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Signs of Oppression in the Academy

Cited by 8 publications

References 1 publication

Feeling disabled: Vowel quality and assistive hearing devices in embodying affect

Feeling disabled: Vowel quality and assistive hearing devices in embodying affect

Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguistics

The impact of language education policies on Irish sign language in Irish deaf education

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