For the study reported in this article, Deaf couples were interviewed at two different times regarding their views on deaf education. Questions in the first interview focused on the parents views of their preschool childrens education as well as their opinion of their own school experiences. Questions also covered language use at school and the importance of the Deaf culture. These parents also discussed their hope that the schools would provide their Deaf children with quality education and that the curriculum would be equivalent to what the public schools used with hearing children. Additional topics dealt with the use of speech and hearing aids in school and the use of American Sign Language at home and at school. A follow-up interview took place nine years later, and while many of the same themes were addressed, new areas of concern also emerged.
Boldú-Menasanch, Rosa Maria.
Alonso-Rodríguez, Jesús Amador.
Rodríguez-González, María Ángeles.
This article describes the predicative verbal system of Catalan Sign Language (LSC) as it is used by Deaf people in the province of Barcelona. We also present a historical perspective of the research on this topic, which provides insight into the changes that have taken place over the last few decades in sign language linguistics. The principal differences between these languages and oral ones include the visual character of their linguistic units and the use of the space in front of the signer (neutral space) to describe events of the real world. This space is broadly exploited in the verb structure, which constitutes a complex gestural form that accumulates most of the information in the sentence and the discourse as a whole. For this reason, since the 1970s, descriptions of these verb systems have attracted the attention of numerous researchers.