Lucas The Sociolinguistics of the Deaf Community

1. Auflage 2014
ISBN: 978-1-4832-9639-5
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 307 Seiten, Web PDF

This is a unified collection of the best and most current empirical studies of socio-linguistic issues in the deaf community, including topics such as studies of sign language variation, language contact and change, and sign language policy. Established linguistic concerns with deaf language are reexamined and redefined, and several new issues of general importance to all sociolinguists are raised and explored. This is a book which interests all sociolinguists as well as deaf professionals, teachers of the deaf, sign language interpreters, and anyone else dealing on a day-to-day basis with the everyday language choices that deaf persons must make. This is a unified collection of the best and most current empirical studies of sociolinguistic issues in the deaf community, including topics such as: - Studies of Sign Language Variation - Language contact and Change - Sign Language Policy - Language Attitudes - Sign Language Discourse Analysis

Autoren/Hrsg.

Lucas, Ceil

Inhaltsverzeichnis

1;Front Cover;1
2;The Sociolinguistics of the Deaf Community;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;Transcription Conventions;10
7;Contributors;12
8;Preface;14
9;Chapter 1. Introduction;16
10;Part 1: VARIATION AND LANGUAGE CONTACT;24
10.1;Chapter 2. Language Contact in the American Deaf Community;26
10.1.1;INTRODUCTION;26
10.1.2;ISSUES OF DEFINITION;29
10.1.3;THE OUTCOME OF LANGUAGE CONTACT;30
10.1.4;THE PRESENT STUDY;34
10.1.5;LINGUISTIC FEATURES OF CONTACT SIGNING;43
10.1.6;SOCIOLINGUISTIC FEATURES OF CONTACT SIGNING;51
10.1.7;ACKNOWLEDGMENTS;55
10.2;Chapter 3. Ethnicity and Socialization in a Classroom for Deaf Children;56
10.2.1;ETHNICITY, SOCIAL PROCESS, AND LANGUAGE;58
10.2.2;Ethnicity;59
10.2.3;Ethnic Boundaries Derived from Interaction among Croup Members;61
10.2.4;Ethnic Boundaries Derived from Interaction with Nonmembers;63
10.2.5;Socialization and the Maintenance of Ethnic Boundaries;69
10.2.6;INTERACTION IN A DEAF CLASSROOM;71
10.2.7;ELEMENTS OF LINGUISTIC SOCIALIZATION IN THE CLASSROOM;85
10.3;Chapter 4. Distinguishing Language Contact Phenomena in ASL Interpretation;100
10.3.1;INTRODUCTION;100
10.3.2;INTERPRETING IN THE DEAF COMMUNITY;101
10.3.3;DEFINITIONS;103
10.3.4;THE DATA BASE;106
10.3.5;Mouthing English Words while Simultaneously Signing ASL;107
10.3.6;ASL Signs Prefaced or Followed by a Fingerspelled Word;111
10.3.7;Marking or Flagging a Fingerspelled or Signed English Form with Certain ASL Lexical Items;115
10.3.8;SUMMARY AND CONCLUSIONS;115
10.3.9;ACKNOWLEDGMENTS;117
10.4;Chapter 5. Sociolinguistic Aspects of the Black Deaf Community;118
10.4.1;INTRODUCTION;118
10.4.2;THE BLACK DEAF COMMUNITY;119
10.4.3;BLACK OR DEAF;122
10.4.4;RESULTS;124
10.4.5;COMMUNICATION PATTERNS;128
10.4.6;SUMMARY AND CONCLUSIONS;133
11;Part II: LANGUAGE POLICY;136
11.1;Chapter 6. Language Planning in Deaf Education;138
11.1.1;INTRODUCTION;138
11.1.2;ISSUES IN LANGUAGE PLANNING;139
11.1.3;SOCIOLINGUISTIC BACKGROUND;141
11.1.4;DEFINITIONS OF LANGUAGE;148
11.1.5;IDEAS ABOUT LANGUAGE USE;151
11.1.6;IDEAS ABOUT LANGUAGE AND COMMUNITIES;155
11.1.7;GOALS FOR DEAF PEOPLE;155
11.1.8;APPEAL OF SEE 2 TO PARENTS AND TEACHERS;157
11.1.9;CONCLUSION;159
11.2;Chapter 7. Transliteration: What's the Message?;162
11.2.1;INTRODUCTION;162
11.2.2;DEFINITIONS OF TRANSLITERATION;163
11.2.3;THE PRESENT STUDY;167
11.2.4;DATA COLLECTION AND TRANSCRIPTION;168
11.2.5;ANALYSIS OF STRATEGIES;170
11.2.6;SUMMARY AND CONCLUSIONS;178
11.2.7;ACKNOWLEDGMENTS;179
11.3;Chapter 8. Visually Oriented Teaching Strategies with Deaf Preschool Children;180
11.3.1;INTRODUCTION;180
11.3.2;LANGUAGE IN DEAF EDUCATION;180
11.3.3;A STUDY OF TEACHING STRATEGIES;184
11.3.4;CONCLUSION;201
11.3.5;ACKNOWLEDGMENTS;202
12;Part III: LANGUAGE ATTITUDES;204
12.1;Chapter 9. An Examination of Deaf College Students' Attitudes toward ASL and English;206
12.1.1;INTRODUCTION;206
12.1.2;THE NEED FOR A SOCIOLINGUISTIC PROFILE;207
12.1.3;RELATED WORK;211
12.1.4;METHODOLOGY;211
12.1.5;ANALYSIS OF FINDINGS;212
12.1.6;CONCLUSION AND DISCUSSION;219
12.2;Chapter 10. An Examination of Language Attitudes of Teachers of the Deaf;226
12.2.1;INTRODUCTION;226
12.2.2;THE MATCHED-GUISE METHOD;228
12.2.3;THE LANGUAGE ATTITUDES OF TEACHERS;231
12.2.4;TEACHERS OF THE DEAF;232
12.2.5;THE LANGUAGE ATTITUDES OF TEACHERS OF THE DEAF;234
12.2.6;ANALYSIS;236
12.2.7;DISCUSSION;240
12.2.8;ACKNOWLEDGMENTS;243
13;Part IV: DISCOURSE ANALYSIS;244
13.1;Chapter 11. Features of Discourse in an American Sign Language Lecture;246
13.1.1;INTRODUCTION;246
13.1.2;THE LECTURE;248
13.1.3;ANALYSIS OF THE LECTURE;248
13.1.4;DISCOURSE MARKERS;259
13.1.5;CONSTRUCTED DIALOGUE IN AN ASL LECTURE;260
13.1.6;A FINAL POINT ABOUT NOW;264
13.1.7;SUMMARY;265
13.1.8;ACKNOWLEDGMENTS;266
13.2;Chapter 12. Toward a Description of Register Variation in American Sign Language;268
13.2.1;INTRODUCTION;268
13.2.2;SITUATIONAL VARIATION IN LANGUAGE;269
13.2.3;MODELS OF REGISTER VARIATION;270
13.2.4;MODELS OF REGISTER VARIATION IN ASL;272
13.2.5;THE PRESENT STUDY;274
13.2.6;SUMMARY;286
13.3;Chapter 13. Conversational Features and Gender in ASL;288
13.3.1;INTRODUCTION;288
13.3.2;METHODOLOGY;290
13.3.3;DIMENSIONS OF THE SETTING;291
13.3.4;SECOND DIMENSION;294
13.3.5;CONCLUSION;302
14;Bibliography;304
15;Index;320