Abstract This paper explains that American Sign Language (ASL) involves home signs that resemble the objects, which they are meant to indicate. The author points out that, like any other language, ASL has its abbreviations, slang and contractions, often used by omitting full signs when fluent persons are conversing, especially in groups of persons known to one another. The paper stresses that ASL is a dynamic, evolving language that responds to cultural and environmental changes. The author underscores that the inventors of the prime ASL symbols and gestures could not imagine the impact of the Internet or various technology-assisted devices now available to persons who cannot hear or speak as others do.
From the Paper "ASL includes symbols and actions that are just as arbitrary as spoken language. When consulting a person fluent in ASL, she noted that with many people having become fluent in the language over time and with the particular ways in which ASL was taught, some 'shortcuts' or abbreviations had become usual, understood by deaf persons with whom she spoke or when observing third persons communicate in ASL who were not deaf. Some symbols refer obviously to the objects or actions they represent but others are just customary, ... "
Abstract This paper examines the use of ASL as the main form of communication between the hearing-impaired and discusses reasons for its popularity. Different features and unique methods of ASL are mentioned and explained. The paper discusses how ASL has spread to be recognized as a proper language and how it is being offered as an accredited course in some universities. It also looks at how sign language has been adopted by animal trainer and scientists to study communication amongst animals.
From the Paper "Sign language is a language of gestures and hand symbols used to communicate due to a number of reasons including, language barriers, ritual, or disabilities, such as speech impairment and/or deafness. Sign languages, like oral languages, "are acquired spontaneously and have highly intricate, rule-governed signs grammar and phonology" (Sign pg). Hand configuration, movement, and body position are the three classes of features that make up individual signs (Sign pg). There are numerous sign languages, including ?those of Trappist monks, who have a rule of silence, and Plains Indians, where speakers of mutually unintelligible language communicated freely,? moreover, "Australian aborigines and people of Sudan and the Sahara also have a complete sign language" (Sign pg). Many languages have incorporated body gestures to elaborate, accompany or supplement speech. The language of sign for the deaf was first systematized by Charles Michel de l?Epee during the Eighteen century introduced in the United States by T.H. Gallaudet (Sign pg). "As with any sign language, only a small percentage of signs suggest the form of thought they represent" (Sign pg). There are many dictionaries of sign available, including the American Sign Language, ASL, the most popular used for the hearing impaired."
Abstract This paper argues that American Sign Language is the ultimate mode of communication for the deaf community. It explains that like any other language, ASL changes and evolves to meet the needs of those who use it. The same as no two hearing people pronounce a word exactly alike, no two deaf people sign exactly alike. It concludes that American Sign Language is a complete, natural language that is growing everyday.
From the Paper "American Sign Language (ASL) is a visual language used by the deaf people in America and parts of Canada. Deafness, by definition, is the inability to hear spoken language, to discriminate and reproduce speech (Neisser 8). Because they weren?t able to understand sound or speech, ASL was developed by American Deaf people to communicate with each other and exists as long as there are Deaf Americans."
Abstract This paper presents a detailed examination of the role of American Sign Language Interpreters. The writer provides the basics of what the job entails and how it is done. In addition the writer describes recent conflicts about the use of sign language as opposed to other means of communication and how that affects the careers of ASL interpreters.
From the Paper "Each year, children are born without the ability to hear. Many more lose the ability due to disorder, disease or accidents. We do not appreciate the ability to hear until we meet someone who cannot do so. The ability to hear affects almost every aspect of life, especially when one is young and trying to learn to read or do other academic tasks. The job of an American Sign Language interpreter, in regards to children and students is to assist in the learning process as well as the child's need and ability to communicate with the hearing world. They not only tell the world what the deaf are trying to say, but they also report to the deaf what the hearing world is telling them. In recent years there has been controversial debate as to the need for ASL and interpreters. A grassroots movement has begun to encourage other means of communication. The world of the deaf is currently divided into separate camps; those who consider themselves purists and want to continue with ASL and those who want it abolished because it sends a signal to the world that they are different. While the battle wages the ASL interpreters are caught in the crossfire, and children who are deaf wait to see what they will be taught."
Tags: deaf, hearing, signal, translate, school, languages, education, class, communication
Abstract The paper examines the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan. It discusses how the book covers many technical issues in detail, but the underpinning for all of it is that the Deaf-World is its own unique culture with its own unique language and is every bit as much of a subculture as it is to be African-American or some branch of Hispanic. It looks at how the beliefs of people in the Deaf-World about their culture and language are challenged by people charged with helping them: educators, psychologists, audiologists, social workers and others all tend to think of hearing loss as a disability. It provides a detailed history of sign language and the use of ASL (American Sign Language).
From the Paper "Many people in the Deaf-World object to this view. They know the richness of their language and understand its cultural significance, which the authors broke out into several sections. They note that ASL is a symbol of identity for people in the Deaf-World. In addition, it is the only language they can use to communicate with each other. It binds them together. One fear the Deaf-World has is that forced oral communication will undermine their culture, because it will force deaf people with no sign language skills to talk only with non-deaf people."
Abstract This paper explains that ASL interpreters in classrooms are important for the deaf student if they are to experience a normal and successful education in the classroom setting. The writer shows that the student who is deaf and suffers speech impairments or impediments and also is not receiving special educational assistance, will be the student that is sure to get left behind in educational pursuits. It concludes that the post-secondary classrooms must take the initiative in preparing students for the world after the education has been achieved.
From the Paper "Issues in relation to access and success in an integrated academic setting are discussed relating to student characteristics, interpreter characteristics, and educational settings. According to Marschark, et al. (2005) despite the accorded importance of sign language interpreting for many deaf students there is surprisingly little research concerning the outcomes in terms of effectiveness in the classroom. This work reviews 23 interpreters, 105 deaf students, and 22 hearing students. The study was focused on the student's gains from two university-level lectures. Finding in the study were that hearing impaired students gained less from the lectures than did the hearing students."
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
Abstract This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper "Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
From the Paper "American Sign Language verses Signed English
American Sign Language began being used in the early 1800s (Bochner & Albertini 14). It is now recognised as a separate language apart from English. The linguistical constraints of ASL are different from those of spoken or signed English. In the 1960s, several groups of professionals were concerned about the academic levels, especially reading levels, of hearing impaired students. In reaction to these low scores, methods of encoding English into sign were begun. ASL, signed English, and spoken English are valid forms of communication. The big question is: Should deaf or hearing impaired children be taught in English or in another language? In the United States children are taught to read and write in English. Deaf children who are primarily ASL.."
Abstract This paper is composed of annotated bibliographies and a literature review of ten different research articles dealing with the acquisition of nonverbal, gestural, or sign languages. It addresses non-verbal language as a first language and a second language, as well as non-verbal language and symbolic communication systems in non-human primates and prehuman ancestors.
From the Paper "Sharon Begley's main point in this article is that "the human brain is wired for gestural communication" just as it is for spoken language, from a nativist perspective. She draws on examples from apes who have learned signed languages, deaf-mute children who have invented their own languages in the absence of an established sign language, and the fact that blind people gesture at the same rate as sighted people. She cites studies of wild bonobos who use symbolic gesture to communicate with each other, and deaf children who created a signed language with more complex grammatical structures than the spoken language in their environment."
From the Paper "The acquisition of language in a child is a wondrous and complex act, not fully understood by professionals in the field of linguistics. To understand how humans acquire language would be to understand the very inner nature of man, what separates him or her from other animals, the physical and social evolutionary process among humans, and the precise structure of the thought processes that are learned and inherent, similar and unique, in every human being."
Abstract The first part of the paper is an overview of the role of women in Bedouin society. The next part examines how the same gendered divisions can be discerned in societies as diverse as the Yanomamo Indians of northern Brazil and the Berbers of Morocco. In the third part, the paper looks at how the effects of economic development and the forces of modernity reach even into the nomadic tribes of the desert and the rainforests. It examines how these changes have affected the communal relations among the groups and if modernity had effects on their existing gender ideals, and how these ethnic groups have responded.
From the Paper "Unlike Western society, the Bedouins do not place a great emphasis on the individual. In fact, blood ties serve to link people to the past and "bind them in the present" (41). Members of the Bedouins could trace their lineage back to genealogy, and these blood ties form an important part of their identity. In traditional Bedouin society, outsiders perceive thus people of the same kin interchangeably, and the way one kin member acts or is treated reflects on the entire group.
The foundation of honor in Bedouin society is based on the concept of asl. It is interesting to note that asl is closely linked with a person's genealogy as well. As with the ancient Chinese, who regarded non-Chinese visitors as ?barbarians,? the Bedouins of the Awlad ?Ali thus use asl to delineate between people who are of Bedouin and non-Bedouin descent."
Abstract Presents conflicting approaches to education of deaf children or children with vocal language impairments. Discusses educational philosophy and American Sign Language (ASL).
From the Paper "While sign languages are generally regarded as languages that are most useful for individuals with hearing or verbal communication impairments, research suggests that such languages are also useful in other contexts ..."
Abstract Many factors determine how a hearing-impaired child will acquire language skills, including the severity of the hearing disability, the age of onset, whether the child has hearing or deaf parents, the technology to which the child has access, and the home and school environments, among others. This paper explores various methods of teaching deaf students, including manual languages such as ASL and codes such as SEE 1, the oral approach, speech reading, and total communication. Each can be effective alone or in combination. In addition, there are various ways schools and parents can facilitate the language and reading abilities of hearing-impaired students.
From the Paper "The bilingual-bicultural school of thought holds that deaf children need to be bilingual (in both manual and oral communication) in order to thrive. Bilingual-bicultural education programs emphasize early language acquisition and the special social needs of deaf children (Andrews et al., 1997). This philosophy advocates for the use of ASL as the first language of the deaf child, and maintains that such children are visual learners and should not be mainstreamed, but should be in environments that provide full communicative access to the curriculum. Adherents to this school of thought also believe that one should not speak English while signing ASL (Baker & Baker, 1997)."
Abstract This paper studies the Mitch Albom book "Tuesdays with Morrie" about a terminally ill ASL patient and his relationship with the author, which is fortified through weekly visits. The author of this paper discusses the book's lessons and relates them to his own life. For instance, the author discusses how the book made him reflect on not trading his dreams for a bigger paycheck and on devoting himself to loving others.
From the Paper "This lesson had particular appropriateness for me, as a member of a family who strongly believes in birthing babies at home in surroundings like the ones where Morrie spent his last months. I have watched sisters, aunts, and cousins savagely fight for the right to continue to have their babies amidst loving family member and friends, and in comfortable surroundings, as opposed to the cold harshness of a hospital bed surrounded by strangers. However, I had never made the alignment between the comforting surroundings that are so important to my family in birth, and the likely similar importance to the same family members during death. This lesson forced me to question my family members about their wishes for a peaceful death, as well as examine my own desires for my final days."
Abstract This paper reviews and evaluates a published medical article on ASL. The evaluation reviews the authors use of research design, statistical analysis techniques used, measurement reliability and validity, as well as format. The paper draws conclusions in terms of research replication and usefulness to the nursing profession.
From the Paper "Research Article Critique: Chio, A, Gauthier, A. Ghikione, P. and Mutani, R. (2005). Caregiver burden and patients' perception of being burdened in ALS. Neurology, 64:1780-1782 Fairly commenting on an investigator's research endeavor is a task that must be taken seriously. Although it is quite easy to have an opinion of another's research, it is something quite different to be able to evaluate the research activity in terms of topic specificity and soundness, intent or purpose, data analysis, and informational importance. When embarking upon a critical analysis of another's work the reviewer must, at all times, adhere to the basic principle of prudent evaluation; namely, evaluating the structure of the research upon which scientific conclusion are drawn."
