scholarly journals Applied Linguistics from the Perspective of Sign Language and Deaf Studies

2019 ◽  
pp. 51-70
Author(s):  
Bencie Woll
Keyword(s):  
Sign Language ◽  
Applied Linguistics ◽  
Deaf Studies

scholarly journals Language in the Workplace Project and Workplace Communication for Skilled Migrants course at Victoria University of Wellington, New Zealand

2020 ◽  
Author(s):  
J de Bres ◽  
J Holmes ◽  
Angela Joe ◽  
Meredith Marra ◽  
Jonathan Newton ◽  
...  
Keyword(s):  
New Zealand ◽  
English Language ◽  
Applied Linguistics ◽  
Research Unit ◽  
Deaf Studies ◽  
Ongoing Research ◽  
Language Studies ◽  
Language Courses ◽  
Set Up ◽  
English Language Institute

The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New Zealand Dictionary Centre, set up in partnership with Oxford University Press, which provides a base for research into New Zealand lexicography and aspects of language in New Zealand. It also incorporates an English Language Institute, which specialises in teaching English language courses and teacher education programmes. A particular strength of the School's makeup is the opportunity to engage in research which benefits and is benefited by both theoretical and practical approaches to issues in linguistics and applied linguistics. This report describes one of a number of examples of the productive integration of language teaching and language research at LALS. We describe an ongoing research project that has developed organically over the past twelve years. The research involved first collecting and analysing authentic workplace interaction between native speakers, and then making use of it in explicit instruction aimed at developing socio-pragmatic proficiency in the workplace among skilled migrants with English as an Additional Language (EAL). We are now engaged in evaluating the results of the instruction, not only in the classroom, but also in workplaces where the migrants have been placed as interns.

Disability and Deaf Studies and Anthropology

Anthropology ◽  
2019 ◽  
Author(s):  
Leila Monaghan
Keyword(s):  
Hearing Loss ◽  
Sign Language ◽  
Disability Studies ◽  
Singular Term ◽  
Deaf Culture ◽  
Social Constraints ◽  
Cultural Issues ◽  
Deaf Studies ◽  
The Social ◽  
The World

This article presents works on Deaf culture and language and disability topics of interest to anthropologists, particularly sociocultural and linguistic anthropologists. While some of the work here comes directly out of the field of anthropology, including work in anthropology on disability and medical anthropology, other works are from interdisciplinary fields such as Deaf studies and disability studies. This review includes Literature Reviews and Encyclopedias, Theory, Anthologies, Ethnographies, and Memoirs and then two sections focusing on topics of particular interest to disability and Deaf studies scholars: Education, and Science, Ethics, and Eugenics. Finally, Journals and Web Resources are also listed. While disability studies and Deaf studies are closely related, they have different emphases, something reflected in the different categories of this article. Disability studies work often looks at the relationship between society and individuals. British disability work has a particularly strong societal emphasis including government policies and institutional practices around issues such as infrastructure and the environment. American disability studies emphasize more cultural issues including attitudes and artistic endeavors but still at a society-wide level. Concurrent with this focus on larger social structures are the individual stories of people living within societies. These individual stories are reflected in the numerous memoirs in the discipline. What British and American approaches share is a view of the social construction of disability, that society disables people by creating contexts where people cannot function or are excluded. The most obvious social constraints are physical issues such as sidewalks with no curb cuts that impede wheelchair users’ mobility but can range from issues of stigma connected to disability to the rejection of neurodiversity. There is a great deal of interest in the field in intersectionality, and the cross-cutting currents of disability, gender, race, sexuality, and class, all of which manifest at both the social and individual level. Part of this interest is a growing awareness of disability in the Global South. While disability studies often focuses on individuals and institutions, Deaf studies frequently centers around language and community issues. Seminal works in Deaf studies were linguistic descriptions of American Sign Language and other sign languages around the world. Each sign language was seen as a core part of the culture of what are often tight-knit communities brought together by common schooling, common experiences of discrimination, and a strong sense of history. There is interest in the field in both intracultural variation and intercultural variation, looking at Deaf cultures around the world. More recently, authors have also begun to focus on phenomenology and ontological issues. Note: Language within both disability studies and Deaf studies is contentious and differs according to scholarly community and author. This article uses the singular term “disability” when referring to disability studies or the concept of disability but the plural when referring to “people with disabilities.” This article also uses the capital version “Deaf” as a default, but some authors use other forms including “deaf” generally or distinguishing between “deaf individuals with hearing loss” and “Deaf culture.” Another form sometimes used is d/Deaf, which refers to both hearing loss and culture. Usage in all bibliographic entries attempts to follow that of the authors.

scholarly journals Language in the Workplace Project and Workplace Communication for Skilled Migrants course at Victoria University of Wellington, New Zealand

2020 ◽  
Author(s):  
J de Bres ◽  
J Holmes ◽  
Angela Joe ◽  
Meredith Marra ◽  
Jonathan Newton ◽  
...  
Keyword(s):  
New Zealand ◽  
English Language ◽  
Applied Linguistics ◽  
Research Unit ◽  
Deaf Studies ◽  
Ongoing Research ◽  
Language Studies ◽  
Language Courses ◽  
Set Up ◽  
English Language Institute

The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New Zealand Dictionary Centre, set up in partnership with Oxford University Press, which provides a base for research into New Zealand lexicography and aspects of language in New Zealand. It also incorporates an English Language Institute, which specialises in teaching English language courses and teacher education programmes. A particular strength of the School's makeup is the opportunity to engage in research which benefits and is benefited by both theoretical and practical approaches to issues in linguistics and applied linguistics. This report describes one of a number of examples of the productive integration of language teaching and language research at LALS. We describe an ongoing research project that has developed organically over the past twelve years. The research involved first collecting and analysing authentic workplace interaction between native speakers, and then making use of it in explicit instruction aimed at developing socio-pragmatic proficiency in the workplace among skilled migrants with English as an Additional Language (EAL). We are now engaged in evaluating the results of the instruction, not only in the classroom, but also in workplaces where the migrants have been placed as interns.

scholarly journals Review of "Innovations in Deaf Studies: The Role of Deaf Scholars"

2018 ◽  
Vol 7 (3) ◽  
pp. 151-156
Author(s):  
Kristin Snoddon
Keyword(s):  
Training Program ◽  
Sign Language ◽  
Tenure Track ◽  
Deaf Studies ◽  
International Scale ◽  
Sign Language Interpreter ◽  
University Course

 I am one of a handful of signing deaf tenure-track or tenured professors in Canada. To my knowledge, I am also the only one who teaches a stand-alone university course in Deaf Studies that is not part of a sign language interpreter or teacher of the deaf training program. As such, I was delighted to read Innovations in Deaf Studies: The Role of Deaf Scholars edited by Annelies Kusters, Maartje De Meulder, and Dai O’ Brien. In this work I find many of my scholarly experiences and concerns reflected on an international scale.

scholarly journals Language in the Workplace Project and Workplace Communication for Skilled Migrants course at Victoria University of Wellington, New Zealand

2009 ◽  
Vol 42 (4) ◽  
pp. 519-524 ◽  
Author(s):  
Julia de Bres ◽  
Keyword(s):  
New Zealand ◽  
English Language ◽  
Applied Linguistics ◽  
Research Unit ◽  
Deaf Studies ◽  
Ongoing Research ◽  
Language Studies ◽  
Language Courses ◽  
Set Up ◽  
English Language Institute

The School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington conducts research and teaching in Linguistics, Applied Linguistics, Writing and Deaf Studies. It incorporates a Deaf Studies Research Unit, which undertakes research on topics relating to deaf people and their language in New Zealand, and the New Zealand Dictionary Centre, set up in partnership with Oxford University Press, which provides a base for research into New Zealand lexicography and aspects of language in New Zealand. It also incorporates an English Language Institute, which specialises in teaching English language courses and teacher education programmes. A particular strength of the School's makeup is the opportunity to engage in research which benefits and is benefited by both theoretical and practical approaches to issues in linguistics and applied linguistics. This report describes one of a number of examples of the productive integration of language teaching and language research at LALS. We describe an ongoing research project that has developed organically over the past twelve years. The research involved first collecting and analysing authentic workplace interaction between native speakers, and then making use of it in explicit instruction aimed at developing socio-pragmatic proficiency in the workplace among skilled migrants with English as an Additional Language (EAL). We are now engaged in evaluating the results of the instruction, not only in the classroom, but also in workplaces where the migrants have been placed as interns.

Online Delivery of Deaf Studies Curricula in Ireland at Third Level

2010 ◽  
pp. 482-498
Author(s):  
Brian Nolan ◽  
Lorraine Leeson
Keyword(s):  
European Union ◽  
Sign Language ◽  
Learning Objects ◽  
Deaf People ◽  
The European Union ◽  
Deaf Studies ◽  
Online Delivery ◽  
Rich Media ◽  
Digital Assets ◽  
The Continuum

Irish Sign Language (ISL), an indigenous language of Ireland, is recognized by the European Union as a natural language. It is a language separate from the other languages used in Ireland, including English, Irish, and, in Northern Ireland, British Sign Language. Some 5,000 Deaf people use ISL. Given the history of suppression of signed languages across what is now the European Union, the average Deaf person leaves school with a reading age of 8.5 to 9 years. It is no surprise, therefore, that Deaf people are the most under-represented of all disadvantaged groups at third level. This poses two challenges: (1) getting Deaf people into third level and (2) presenting education in an accessible form. In the authors‘ work, they address directly these challenges in an Irish context, and this chapter reports on this work. In Ireland, two Dublin based institutions, Trinity College Dublin (TCD) and the Institute for Technology Blanchardstown, Dublin (ITB) have partnered to create a unique elearning environment based on MOODLE as the learning management system, in the delivery of Deaf Studies programmes at TCD. This partnership delivers third level programmes to students in a way that resolves problems of time, geography and access, maximizing multi-functional uses of digital assets across our programmes. Students can take courseware synchronously and asynchronously. The authors have built a considerable digital asset and have created a re-architected framework to avail of current best practice in rich digital media over Moodle with learning objects for ISL. Their digital assets include a corpus of ISL, the ‘Signs of Ireland Corpus’ which is one of the largest, most richly annotated in the world. They have operated online delivery since 2005, hosted by ITB. The hallmark of this project is the delivery of blended learning, maximizing ICT in the teaching and learning of ISL. It is important to note that there are currently no other universities delivering Deaf Studies programmes with this degree of online content internationally. Thus, this programme and its associated research is cutting edge innovation in its philosophy, its rich content and its utilization of rich media. Signed languages, by their nature, are visual-gestural languages, which (unlike spoken languages) do not have a written form. Given this, the online content is required to be multi-modal in nature and the authors utilize rich-media learning objects in their delivery. Within ITB and TCD, the authors have a number of doctoral level studies linked to this project. These focus, at one end of the continuum, on focusing on Deaf culture and is linked to the perspectives on Deaf Studies teaching modules, and at the opposite end of the continuum on describing, for ISL, the phonological-morphological interface in ISL ad which will enrich the digital corpus of ISL. These feed into the online programme.

Introduction

1984 ◽  
Vol 5 ◽  
pp. vii-x
Author(s):  
Robert B. Kaplan
Keyword(s):  
Education Policy ◽  
Sign Language ◽  
Applied Linguistics ◽  
Computer Assisted Instruction ◽  
Annual Review ◽  
Computer Assisted ◽  
General Survey ◽  
Written Discourse ◽  
Assisted Instruction ◽  
Pedagogical Approaches

This fifth volume of the Annual Review of Applied Linguistics (ARAL) returns essentially to the broad review of Applied Linguistics with which the series opened in 1980. It is the conception of the Editorial Directors that the broad field of Applied Linguistics changes rapidly enough to justify a more general survey every four or five years. It has become the practice of the Editorial Directors to publish more targeted volumes in the intervening years; thus, while the first volume of ARAL attempted a broad coverage (i.e., Bilingualism, Pidginization and Creolization, Structural-Cognitive Pedagogical Approaches, Notional/Functional Approaches, Computer-Assisted Instruction, Psycholinguistlcs, Error Analysis, Language Testing, Sign Language, and Sociolinguistics), volumes II, III, and IV were more narrowly focused-i.e., respectively on Language and Language-in- Education Policy, Written Discourse, and Literacy. This volume attempts again a broad coverage of the whole field.

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