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The Autobiography of a Deaf Actor
To succeed as an actor is a rare feat. To succeed as a deaf actor is nothing short of amazing. Lessons in Laughter is the story of Bernard Bragg and his astonishing lifelong achievements in the performing arts. Born deaf of deaf parents, Bernard Bragg has won international renown as an actor, director, playwright, and lecturer. Lessons in Laughter recounts in stories that are humorous, painful, touching, and outrageous, the growth of his dream of using the beauty of sign language to act. He starred in his own television show “The Quiet Man,” helped found The National Theatre of the Deaf, and traveled worldwide to teach his acting methods.
International Variation in Deaf Communities
The recent explosion of sociocultural, linguistic, and historical research on signed languages throughout the world has culminated in Many Ways to Be Deaf, an unmatched collection of in-depth articles about linguistic diversity in Deaf communities on five continents. Twenty-four international scholars have contributed their findings from studying Deaf communities in Japan, Thailand, Viet Nam, Taiwan, Russia, Sweden, Austria, Switzerland, Great Britain, Ireland, Nigeria, South Africa, Brazil, Nicaragua, and the United States. Sixteen chapters consider the various antecedents of each country’s native signed language, taking into account the historical background of their development and also the effects of foreign influences and changes in philosophies by the larger, dominant hearing societies. The remarkable range of topics covered in Many Ways to Be Deaf will fascinate readers, from the evolution of British fingerspelling traced back to the 17th century; the comparison of Swiss German Sign Language with Rhaeto-Romansch, another Swiss minority language; the analysis of seven signed languages described in Thailand and how they differ in relation to their distance from isolated Deaf communities to Bangkok and other urban centers; to the vaulting development of a nascent sign language in Nicaragua, and much more. The diversity of background and training among the contributors to Many Ways to Be Deaf distinguishes it as a genuine and unique multicultural examination of the myriad manifestations of being Deaf in a diverse world.
Only recently have linguists ceased to regard metaphors as mere frills on the periphery of language and begun to recognize them as cornerstones of discourse. Phyllis Wilcox takes this innovation one step further in her fascinating study of metaphors in American Sign Language (ASL). Such an inquiry has long been obscured by, as Wilcox calls it, “the shroud of iconicity.” ASL’s iconic nature once discouraged people from recognizing it as a language; more recently it has served to confuse linguists examining its metaphors. Wilcox, however, presents methods for distinguishing between icon and metaphor, allowing the former to clarify, not cloud, the latter. “If the iconic influence that surrounds metaphor is set aside, the results will be greater understanding, and interpretations that are less opaque.” Wilcox concludes her study with a close analysis of the ASL poem, “The Dogs,” by Ella Mae Lentz. In presenting Deaf Americans’, Deaf Germans’, and Deaf Italians’ reactions to the poem, Wilcox manages not only to demonstrate the influence of culture upon metaphors, but also to illuminate the sources of sociopolitical division within the American Deaf community. Metaphor in American Sign Language proves an engrossing read for those interested in linguistics and Deaf culture alike.
Revealing the Complexities of an Interpreted Education
This volume describes a doctoral study designed to identify the skills and knowledge educational interpreters need. Three K-12 interpreters were videotaped and interviewed to explore what interpreters do and illuminate the factors that inform their decisions. The study reveals five primary tasks that interpreters perform; furthermore, data indicate that what interpreters do at any given moment is affected by their ongoing assessments of a constellation of contextual factors. Findings highlight the need for further research and serve as a call to action to prepare interpreters to more effectively meet the needs of Deaf and hard of hearing mainstreamed students.
This collection offers a wide variety of fascinating studies that consider multicultural aspects among deaf people worldwide. Mala Kleinfeld and Noni Warner investigate variation in the use of gay, lesbian, and bisexual signs in the Deaf community; Jan Branson, Don Miller, and I Gede Marsaja, assisted by I Wayan Negara, profile a deaf village in Bali, Indonesia in which hearing people are fluent in both sign and spoken languages. Alejandro Oviedo in Venezuela comments on bilingual deaf education in Venezuela, and Sara Schley outlines the sociolinguistic and educational implications of comparing ASL and English word definitions. Susan Mather discusses initiation in visually constructed dialogue from reading books with 3- to 8-year-old students who are deaf or hard of hearing. Pietro Celo offers insights on the interrogative in Italian Sign Language, and Julie Wilson examines narrative structure in American Sign Language ASL) through her analysis of “the tobacco story.” Rhonda Jacobs completes this significant, wide-ranging volume with her research on second language learning, as she presents the case for ASL as a truly foreign language by posing the question, “Just how hard is it to learn ASL?”
From the Great Plains to Australia
The latest entry in the Sociolinguistics in Deaf Communities series continues to mine the rich resources found in signing communities throughout the world. Divided into four parts, this collection features 16 internationally renowned linguistics experts whose absorbing studies reflect an astonishing range of linguistic diversity. The sole essay in Part One: Multilingualism describes historic and contemporary uses of North American Indian Sign Language. Part Two: Language Contact examines language-contact phenomena between Auslan/English interpreters and Deaf people in Australia, and the features of bimodal bilingualism in hearing, Italian, native signers. Part Three: Variation reports the results of a study on location variation in Australian Sign Language. Part Four: Discourse Analysis begins with an analysis of how deaf parents and their hearing toddlers establish and maintain sight triangles when conducting signed conversations. The ensuing chapter explores the use of evaluation within an informal narrative in Langue des Signes Québécoise. The final chapter explicates how a signer depersonalizes the concept of “self” in an American Sign Language narrative through the use of signs for “he” and “I.”
The complex nuances of interpreting generate a continuous demand for detailed curricula to enhance instruction. The latest addition to the Interpreter Education series New Approaches to Interpreter Education expands the tools available to instructors with seven new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy, Associate Professor in the Department of Interpretation at Gallaudet University in Washington, DC, called upon the expertise of nine other renowned interpreter educators to create this incisive collection. David Sawyer begins the volume with the foreword in which he emphasizes the importance of integrating theory and practice in order to improve the quality of interpreter education. Risa Shaw, Steven D. Collins, and Melanie Metzger follow with a description of the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program. that outlines the positive results from the use of a discourse-oriented curriculum for educating interpreters. In the second chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Helen Slatyer delineates the use of an action research methodology in the third chapter to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia. In the fourth chapter, Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. David Sawyer adopts a holistic perspective in his chapter on training interpreters in less frequently taught language combinations, to offer models and methods for interpreters in areas such as the Middle East, Africa, and Asia. Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Finally, Mary Mooney addresses issues of ethnicity, cultural awareness, and intercultural communication skills among interpreters, interpreter educators, and interpreter education programs in the sign language community, to enhance competency for working within these diverse communities. All of these innovative concepts for creating curricula for interpreter training combine to ensure New Approaches to Interpreter Education as the state-of-the-art standard in this intricate discipline.
A Deaf Woman Faces Blindess, The Kitty Fischer Story
In graduating from Gallaudet University, finding a job in Washington, D.C., and starting a family with her college sweetheart, Kitty Fischer tacitly abandoned the Louisiana Cajun culture that had exposed her to little more than prejudice and misery as a child. Upon discovering that she suffered from Usher syndrome (a genetic condition that causes both deafness and blindness), however, Fischer began an unlikely journey toward reclaiming her heritage. She and Cathryn Carroll tell the story of her heroic struggle and cultural odyssey in Orchid of the Bayou: A Deaf Woman Faces Blindness. “By this time Mama knew I was ‘not right,’” Fischer says of her early childhood. “She knew the real words for ‘not right,’ too, though she never said those words. I was deaf and dumb.” Initially Fischer’s parents turned to folk healers to try and “cure” their daughter’s deafness, but an aunt’s fortunate discovery of the Louisiana School for the Deaf would rescue Fischer from misunderstanding and introduce her to sign language and Deaf culture. She weathered the school’s experiments with oralism and soon rose to the top of her class, ultimately leaving Louisiana for the academic promise of Gallaudet. While in college, Fischer met and married her future husband, Lance, a Jewish Deaf man from Brooklyn, New York, and each landed jobs close to their alma mater. After the birth of their first child, however, Fischer could no longer ignore her increasing tunnel vision. Doctors quickly confirmed that Fischer had Usher syndrome. While Fischer struggled to come to terms with her condition, the high incidence of Usher syndrome among Cajun people led her to re-examine her cultural roots. “Could I still be me, Catherine Hoffpauir Fischer, had I not been born of a mix that codes for Usher syndrome?” she asks. “To some extent, the history of my people explains the constitution of my genes and the way my life has unfolded.” Today Fischer prospers, enjoying her time with family and friends and celebrating the Deaf, Cajun, Blind, and Jewish cultures that populate her life. Her lively story will resonate with anyone who recognizes the arduous journey toward claiming an identity.
Gesture, Sign, and the Sources of Language
In the ongoing debate about evolution, scholars frequently argue either the perspective that humans stand as the end product of a deliberate process or that they derive from a series of random acts of natural selection. David F. Armstrong’s new book Original Signs embraces the Darwinian concept of natural selection and extends it to apply to the formation of language. While most current linguistic theory envisions language as a system for translating the contents of the mind into linear strings of arbitrary symbols, Armstrong asserts that this model does not characterize signed languages. He shows that language is inherently a multichannel activity, of which the two primary channels are auditory and visual. Original Signs employs a more expansive notion of language that takes into account the full range of human communicative behavior. By making no strict separation between language and gesture, this thought-provoking work reveals that the use by deaf people of signs to create a fully formed language is also a natural facet of communication development for hearing people. Armstrong explores the influences of Plato and Descartes on modern linguistics, and delineates the theories of earlier anthropological linguists Edward Sapir and Benjamin Lee Whorf, who thought of language as natural experiments connected to individual cultures. This exceptional work of scholarship methodically demonstrates that the intricacies of how languages develop, whether they depend upon words or signs, and that the complexity among languages that contact one another cannot be accounted for by the sequential hierarchical processes previously put forth by linguists and logicians. Original Signs will prove to be a fascinating, watershed work invaluable to linguists, anthropologists, and all other scholars and students engaged in the search for the origin of language.
The Last Students from the Mexican National School for the Deaf
The Escuela Nacional para Sordomudos (ENS), translated as the Mexican National School for the Deaf, opened its doors in the 1860s as part of the new democracy’s intention to educate its deaf people. The ENS taught using Lengua de Señas Mexicana (LSM), Mexico’s native sign language, but the school was closed permanently in 1972 in favor of an oral approach to deaf education. Thus, its former students still alive today provide the last link to this historical institution. In this compelling social history, Claire L. Ramsey presents these unique Deaf Mexicans from their extraordinary experiences as ENS students and signers to their current personal lives. One ENS signer, María de los Ángeles Bedolla, inspired the title of the book, The People Who Spell. In her account, she describes herself and her classmates as cultured and educated compared to the young, orally trained students of today. The ENS signers pride themselves on el deletreo, LSM fingerspelling, which they consider key to their sophistication. Ramsey relates each of the signers’ childhoods, marriages, work experiences, and retirements. However, she brings threads of their stories together to reveal a common and abiding disappointment in modern-day Mexico’s failure to educate its deaf citizens according to the promise made more than 100 years ago. The narratives of the ENS signers detail their remarkable lives and heritage but also legitimately question the future of Mexico’s young deaf people.