French Sign Language -- Political aspects -- History -- 18th century.
Deaf -- Means of communication -- France -- History -- 18th century.
France -- History -- Revolution, 1789-1799.
The story of the Abbé de lEpées methodical signs is best known as a key moment in
Deaf history. However, at the time of the French Revolution this
story served a larger political function. The example of de lEpées deaf students, and their seemingly miraculous
command of ideas learned through gestural signs, helped the
French revolutionaries to imagine an ideal state of communication in
the midst of a perceived crisis in language and politics. This essay
both explains the political effects of this late eighteenth-century fascination
with sign language and makes a case for the integration of
Deaf history into the history of politics and social life more generally.
Variation in the parts of ASL signs (i.e., phonological variation) has
been explained largely by reference to the influence of the preceding
and the following segments. This article examines three linguistic
variables in ASL: the sign deaf; the location of a class of signs
represented by the verb know; and signs produced with a 1
handshape. For all three of these variables, a multivariate analysis of
more than nine thousand tokens extracted from videotaped conversations
among 207 signers in seven sites across the United States
shows that the grammatical function of a sign, rather than the features
of the preceding or following signs, is the most important influence
on a signers choice among the variants. In addition to providing
evidence for the role of this previously unexamined influence on
variation in ASL, the results of this study highlight the importance of
basing claims about the likely causes of variation on empirical studies
of broadly representative samples of data collected in the language
Teachers -- Training of -- Standards -- United States.
Even though ASL isnt as easy to learn as it may seem at first,
more and more students are enrolling in ASL courses at both the
secondary and university levels and choosing ASL as a primary area
of study. For this reason the demand for ASL teachers is increasing,
and the need for ASL teacher-preparation programs (ASL TPPs) has
increased. Therefore, to assess present and future standards, an examination
of the current ASL TPPs in the United States was called for.
This article compares three ASL TPPs and examines them for compliance
with national teaching standards. The analysis of each site
highlights four areas: (a) the program, (b) curriculum development,
(c) admission and enrollment requirements, and (d) the courses. Following
the curricular narratives of these schools is a comparison of
their programs with the trends in national standards. The article ends
with some recommendations for upgrading the existing and new