Variation in Sign Languages

LeMaster, Barbara; Monaghan, Leila

doi:10.1002/9780470996522.ch7

Cited by 13 publications

(9 citation statements)

References 28 publications

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“…), and incorporating performance techniques with deaf and hearing participants creates a setting that is sensitive to deaf children's visual learning style. Additionally, limited literacy skills in the dominant spoken/written language within deaf communities is common (Hoffmann Dilloway ; LeMaster and Monaghan ; Pollard ), and “visual methods have been demonstrated to be a good way of including children of all ages … without discriminating between those with different abilities, confidences levels and educational attainments” (Young and Barret :151). The lessons learned from the Mexican case study discussed here led the researcher to offer ideas for using visual performance in order to better incorporate deaf children's visually constructed epistemologies into the research process.…”

Section: Visual Methods With Childrenmentioning

confidence: 99%

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Drawings, Photos, and Performances: Using Visual Methods with Children

Johnson¹,

Pfister²,

Vindrola‐Padros³

2012

Visual Anthropology Review

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Children have largely been overlooked as research participants in anthropological work. The anthropology of childhood has played an instrumental role in bringing attention to this fact, and it has highlighted important contributions children's viewpoints can make to our discipline. In this article, we present three case studies that involved children as active participants through the use of visual methodology: Vindrola-Padros's research in Argentina used drawing techniques to document children's experiences of oncology treatment; Johnson's work in Kenya used photovoice with children living in orphanages to understand their coping strategies; and Pfister's study in Mexico City looked at how combining dance and drama encouraged participation among deaf and hearing children. [agency, children, drawings, performance, photovoice, visual methods] bs_bs_banner

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Section: Visual Methods With Childrenmentioning

confidence: 99%

“…Oralism refers to the expectation that deaf people lip read and speak rather than use signs or sign language (LeMaster and Monaghan ). Oralist ideology, which favors spoken and written language and often devalues sign languages (Senghas and Monaghan :83) persists worldwide.…”

Section: Case Study #3: Mexico City Mexico—visual Performancementioning

confidence: 99%

Drawings, Photos, and Performances: Using Visual Methods with Children

Johnson¹,

Pfister²,

Vindrola‐Padros³

2012

Visual Anthropology Review

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“…However, as LeMaster & Monaghan (2004) have noted, it cannot be assumed that the meanings and consequences of treating Deafness and sign language as mutually constitutive will be the same across social and cultural contexts. 3 Rather, this perspective both shapes and is reshaped by ambient local language ideologies, the "ubiquitous set of diverse beliefs" whether implicit or explicit, that are "used by speakers of all types as models for constructing linguistic evaluations and engaging in communicative activity" (Kroskrity 2004:497).…”

Section: Introductionmentioning

confidence: 94%

Lending a hand: Competence through cooperation in Nepal's Deaf associations

Hoffmann‐Dilloway

2011

Lang. Soc.

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Since forming contacts with international Deaf associations promoting an ethnolinguistic model of Deafness, members of Nepal's Deaf associations define Deafness by competence in Nepali Sign Language rather than audiological status. By analyzing the ideological and interactional processes through which homesigners are incorporated into Nepali Deaf social life, this article explores the effects of local beliefs about the nature of language, personhood, and competence on this model of Deafness. Due to former linguistic isolation, many homesigners are constrained in their ability to acquire Nepali Sign Language and, in social contexts where ideological conceptions of language use highlight individual competencies, would not be included in a Deaf social category. However, Nepali conceptions of socially distributed personhood contribute to a focus on the dialogically emergent dimensions of semiosis. As a result, recognition as a competent signer in this context can depend less on individual cognitive ability than on social collaboration. (d/Deaf, sign language, competence, language ideologies)*

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“…Oralist ideology persists in Mexico, and elsewhere, despite linguist Stokoe's research dating back to which established signed languages as fully capable and expressive human language (Kisch ; Stokoe [] 1993). In oral education programs (including speech therapy), deaf children are “expected to learn to lipread or speechread and speak rather than sign” (LeMaster and Monaghan , 144). Some deaf activists have referred to oralism as oppression (Corker ) on the grounds that “exclusive oralism denies the need of the deaf body for easily accessible visual communication” (LeMaster , 156).…”

Section: Ideologies Of Medicalization and Oralism: The Political Econmentioning

confidence: 99%

Forbidden Signs: Deafness and Language Socialization in Mexico City

Pfister¹

2017

Ethos

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Language socialization, the simultaneous process of learning language and culture, occurs spontaneously in most families. However, deaf children born to hearing parents cannot fully access the spoken languages of their families and hearing society. This study provides data illustrating that Mexico's therapeutic approach to language does not constitute language socialization for deaf children; simultaneously, it affirms that signing communities offer sites where deaf people can actively engage in this critical process. Mexican families with deaf children and deaf adults from the same community reflect upon their oralist upbringings and (1) depict the consequences of the therapeutic approach to language for Mexican deaf people and (2) illustrate how strictly oralist approaches did not constitute language socialization, and in fact, served to constrain these processes in ways that often came at a great linguistic, emotional, and educational cost to participants. La socialización del lenguaje es un proceso simultáneo del aprendizaje del lenguaje y de la cultura, y ocurre espontáneamente en la mayoría de las familias. Sin embargo, los niños sordos que nacen a papás oyentes no pueden acceder completamente a los idiomas hablados de sus familias y de la sociedad oyente. Este studio de investigación proporciona datos que ilustran como el enfoque terapéutico mexicano del lenguaje no es igual a la socialización del lenguaje para los niños sordos. Simultáneamente, afirma que las comunidades donde se utiliza la lengua de señas ofrecen oportunidades y espacios para que gente sorda pueda participar activamente en el proceso crítico de la socialización del lenguaje. Las familias mexicanas con niños sordos y adultos sordos de la misma comunidad reflexionan sobre sus creencias oralistas y (1) representan las consecuencias del enfoque terapéutico del lenguaje para la gente sorda de México e (2) ilustran como un enfoque estrictamente oralista no constituye la socialización del lenguaje, y de hecho, sirve para constreñir estos procesos de tal forma que se producen daños en términos lingüísticos, emocionales, y educacionales para los participantes.

show abstract

Variation in Sign Languages

Cited by 13 publications

References 28 publications

Drawings, Photos, and Performances: Using Visual Methods with Children

Drawings, Photos, and Performances: Using Visual Methods with Children

Lending a hand: Competence through cooperation in Nepal's Deaf associations

Forbidden Signs: Deafness and Language Socialization in Mexico City

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