Suchergebnisse

This thesis explores Sign Language Peoples' aspirations for the legal recognition of sign languages, with specific focus on Finland and Scotland. It highlights the timely need to strengthen (in practice) and scrutinize (academically) the legal measures that have been achieved as well as their implementation – and to measure all this against the challenges of endangerment and sustaining vitality. The theoretical framework for this study is centred in language policy and planning and political theory. The research methodology draws on principles of the ethnography of language policy and uses two traditional qualitative research methods, that is, interviews and participant observation, plus desk research. Sign Language Peoples' campaigns for recognition seek a differentiated citizenship – a form of group representation rights which can accommodate their communities' particular needs and practices. The study identifies five categories of recognition legislation and demonstrates that most legislation remains symbolic: while some legislation grants instrumental rights to sign languages, legislation establishing or protecting educational linguistic and language acquisition rights remains scarce. This is especially problematic given the complex combination of demographic, political, economic, social and educational pressures facing Sign Language Peoples' communities. The study further identifies both common ground with other linguistic and cultural minorities and one significant difference – that Sign Language Peoples are also perceived and administered as people with disabilities and, as such, manifest dual category membership. While this should not in theory be problematic, in fact the policies which govern their lives traditionally frame them within only one category – as people with disabilities. The study demonstrates how this has negatively impacted the recognition of sign languages and signing communities. It goes on to analyse the highly politicized nature of sign language planning, especially in relation to discourses around the linguistic rights of deaf children. It also critically evaluates the mixed rationales for sign language rights and the justifications on which these rights are based. The evidence suggests that sign language legislation and the arguments for sign language rights are subject to a very particular set of discourses, which expose them to a degree of scrutiny not experienced by discourses for spoken minority language rights and legislation. Comparison of these discourses leads the author of this thesis to argue that it is essential that the protection and promotion of sign languages should include recognition of the multilingual practices of signing communities, and of their group rights. To conclude, it is argued that recognition legislation should specifically address the issue of vitality and the factors and strategies needed to ensure this vitality, including ways in which sign languages can create new generations of users without relying solely on intergenerational transmission.

In this article, we discuss the use of language portraits (LP) as a research method to investigate the embodied multilingual repertoires of people who use both spoken and signed languages. Our discussion is based on two studies in which most participants were deaf (one study also included hearing participants). We primarily offer a methodological contribution to the discussion around LP, since we argue that the study of linguistic repertoires of signers takes the multimodal aspect of the method to a new level. Indeed, by separating modalities (speech, signing, writing), grouping languages in different ways, and mapping them on the LP, the LP discussed in this article represent multimodal languaging more explicitly than in previous studies. Furthermore, by locating particular signs on the LP, several participants literally mapped their body when signing and gesturing in their narratives, thus performing and becoming their language portrait. We suggest that the study of body language (signing/gesturing/pointing) in the verbal narrations accompanying the LP thus expands the multimodal aspect of the analysis of LP.

T he authors argue that Deafhood (a term coined by Dr. Paddy Ladd) is an open-ended concept with an essentialist core. They describe how deaf people who have attended their Deafhood lectures and workshops have perceived different aspects of the Deafhood concept, and compare the basic tenets of Deafhood and criticisms on Deafhood to theories and criticisms on feminist essentialisms. The authors find that the vagueness and wideness of the Deafhood concept is one of its strengths, though they also find that it is in some respects problematic to combine and unite ontology and liberation theory in one concept. They further suggest that the ontological aspects of Deafhood need to be foregrounded. The question of essentialism inherent in the Deafhood concept is also briefly discussed with regard to hearing people, the use of spoken language, and the use of amplification technology and cochlear implants.

Foreword / Tom Humphries and Carol Padden -- Innovations in deaf studies : critically mapping the field / Annelies Kusters, Dai O'Brien, and Maartje De Meulder -- Developments and directions in deaf studies -- Deaf-led deaf studies : using Kaupapa Maori principles to guide the development of deaf research practices / Dai O'Brien -- Academic and community interactions in the formation of deaf studies in the United States / Joseph Murray -- The emergence of a deaf academic professional class during the British deaf resurgence / Maartje De Meulder -- Doing deaf studies in the global South / Michele Friedner -- Rejecting the talkies : Charlie Chaplin's language politics and the future of deaf studies in the humanities / Rebecca Sanchez -- Deaf ontologies -- A dialogue on deaf theology : deaf ontologies seeking theology / Hannah Lewis and Kirk VanGilder -- Sign language peoples' right to be born : the bioethical debate in Karawynn Long's "of silence and slow time" / Rachel Mazique -- Cripping deaf studies and deaf literature : deaf queer ontologies and intersectionality / Rezenet Moges -- Intergenerational responsibility in deaf pedagogies / Marieke Kusters -- Ethnographic methodologies -- Visual methods in deaf studies : using photography and filmmaking in research with deaf people / Dai O'Brien and Annelies Kusters -- Writing the deaf self in autoethnography / Noel O'Connell -- When inclusion excludes : deaf, research : either, none or both / Hilde Haualand -- Negotiating language practices and language ideologies in fieldwork : a reflexive meta-documentation / Lynn Y-S Hou -- Authenticating ownership : claims to local deaf ontologiesdeaf ontologies in the global South / Erin Moriarty Harrelson -- Afterword / Paddy Ladd

In this article we discuss the practice and politics of translanguaging in the context of deaf signers. Applying the translanguaging concept to deaf signers brings a different perspective by focusing on sensorial accessibility. While the sensory orientations of deaf people are at the heart of their translanguaging practices, sensory asymmetries are often not acknowledged in translanguaging theory and research. This has led to a bias in the use of translanguaging in deaf educational settings overlooking existing power disparities conditioning individual languaging choices. We ask whether translanguaging and attending to deaf signers' fluid language practices is compatible with on-going and necessary efforts to maintain and promote sign languages as named languages. The concept of translanguaging challenges the six decade long project of sign linguistics and by extension Deaf Studies to legitimize the status of sign languages as minority languages. We argue that the minority language paradigm is still useful in finding tools to understand deaf people's languaging practices and close with a call for closer attention to the level of sensory conditions, and the corresponding sensory politics, in shaping languaging practices. The emancipatory potential of acknowledging deaf people's translanguaging skills must acknowledge the historical and contemporary contexts constantly conditioning individual languaging choices.