1,720,986 research outputs found
The ASL Curriculum of Ontario Canada. An Interview with Heather Gibson
No full textUp to date (2023), few countries have official sign language curricula (MERTZANI, BARBOSA, FERNANDES, 2022). Canada is among these countries, with a long tradition in bilingual and multilingual education, as it recognises its three main founding groups and their languages: the Native peoples, the French, and the English. However, the Official Languages Act (1969; 1985) recognises English and French only as the official languages of Canada for all purposes, with equal status, rights, and privileges. The sign languages of Canada, the American Sign Language (ASL) in Anglophone communities, the Langue des signes québécoise (LSQ) in Francophone communities, and the Indigenous Sign Languages (ISL) have not achieved constitutional recognition as the country’s official languages. However, the 2019 Accessible Canada Act (also known as An Act to Ensure a Barrier-Free Canada or Bill C-81) recognises them “as the primary languages for communication by deaf persons in Canada
Definire l'identità sorda attraverso il linguaggio
No full textPer molto tempo si è pensato che la condizione di sordità implicasse una
condizione di ‘deficienza’ rispetto alla conoscenza del mondo, dovuta alla
limitazione delle risorse disponibili per l’accesso alla lingua parlata. Il difficile
rapporto esistente tra un mondo a prevalenza udente e la minoranza sorda
è ben documentato dalla storia e legato all’invisibilità della sordità1 rispetto
a altre disabilità fisiche rese più evidenti dalla menomazione.
Negli ultimi anni la parola ‘sordità’ si è arricchita di significati sociali e
culturali che, a seconda del contesto, fanno modo che significhi ‘disabilità’,
‘ritardo’ ma anche ‘identità’ e ‘orgoglio’. L’evoluzione dei significati attribuiti
alla sordità è partita con lo studio della lingua dei segni2 e il modo in cui
questa definisce le relazioni tra i suoi utenti e gli altri. La contemporanea
definizione di persona sorda come ‘sordo’, ‘sordomuto’ o ‘non udente’ è il
sintomo di un’evoluzione linguistica e culturale non del tutto completa, le
cui radici affondano nella storia riabilitativa, linguistica e culturale di queste
persone. In questo contributo cercheremo di ripercorrere alcune tappe di
questa storia per una migliore comprensione di come debba essere definita
una persona con problemi di udito e quale sia il codice linguistico più
appropriato per la sua educazione, riabilitazione e inclusione sociale
Le identità narrate della sordità
No full textIl rapporto fra narrazione, intesa nel senso laboviano di narrazione di esperienze personali, ed espressione del sé e dell’identità è un tema ricorrente nella ricerca in analisi del discorso e in sociolinguistica. Nel caso di persone che abbiano un rapporto “speciale” con il linguaggio, come i sordi, c’è da chiedersi quale può essere considerato un giusto approccio allo studio di una identità che passa anche dal processo di educazione scelto per loro. In questo contributo verrà presentata la situazione tipica vissuta dai sordi e un’analisi qualitativa compiuta sulle narrazioni digitate e segnate raccolte da siti Web particolarmente frequentati da persone sorde. L’analisi dei testi così raccolti aprirà la discussione sul rapporto esistente tra linguaggio e identità nel caso della sordità
Educação bilíngue de surdos
No full textDeaf bilingual education has been building its history on a process of international dialogue about experiences from different countries and their unique trajectories of recognising the linguistic rights of deaf communities. This process began with the political mobilisation of deaf movements in defence of their civil rights, and was legitimised in the scientific field by academic research that subverted the dominant theoretical and conceptual models that only considered spoken languages. From the beginning of the 1990s, and on the basis of the 1980’s Swedish model in deaf
education (KYLE, 1987; see also SVARTHOLM, 2014), deaf education shifted from a total communication model of education to a bilingual and bimodal one, with many attempts in developing programs utilising sign languages as L1 languages to deaf children (BOUVET, 1990; MARSCHARK; TANG; KNOORS, 2014; MARSCHARK; LAMPROPOULOU; SKORDILIS, 2016; KURZ; GOLOS; KUNTZE et al., 2021; SNODDON; WEBER, 2021). This shift was based on Cummins’ theory of linguistic interdependence, especially the
Common Underlying Proficiency (CUP) according to which crossing the threshold in development of a first language, aids in the acquisition of a second (CUMMINS, 2021). Thus, developing a threshold in one language — in the case of the deaf child, in a signed language — can aid the attainment of proficiency in another language — in this case, in a spoken language (and later, even in more). Thus, from the 1990s onwards, there is a large number of research (mainly coming from the USA in relation to the American Sign Language - ASL) demonstrating a correlation between deaf children’s fluency in a signed language (in ASL) and higher assessment tests for reading (the SAT - Scholastic
Assessment Test used in school reading assessment; for a review see HUMPHRIES, 2014). [...
Developing E-learning systems for deaf education: Application of embodiement theories
No full textWhen addressing linguistic problems of prelingual deaf people, research in the field of deaf education has proven how technology can enhance the quality of content transmission and of student’s learning experience. E-learning facilities allows reaching isolated groups of deaf learners and address their pedagogical needs through an immersive and challenging learning environment. We will describe the working framework of the FIRB-VISEL project, aimed at creating an interactive e-learning environment where deaf people can improve their linguistic skills in the local language.
In order to address both signers and non signers, we focus on how to convey information and learning strategies without losing track of their learning advancements and their motivation. We found that embodiment theory and its application to
education could be beneficial. In this paper, we outline the path we have followed in the development of learning objects based on embodiment theory and their application to the field of deaf education
Technology in Deaf Education: comparing educational experiences
No full textResearch on the use of technology in deaf education has proven its effectiveness in addressing the learning needs of deaf students. The possibility of relying on a higher quantity of visual alternatives to auditory content increases the quantity of learning objects made available to the teachers, who can rely on increased possibilities to improve the motivation of deaf learner and the quality of their learning process. The evolution of technology and the multiplication of e-learning facilities have improved possibilities of reaching isolated groups of deaf learners who have language difficulties, addressing their needs through an immersive and challenging learning environment. In this paper, we will offer a short overview of blended and distance learning environments based on specific teaching protocols, in which a bilingual/bimodal approach to language teaching has been combined with the use of technology as a vehicle and motivator. We will also offer an overview of further issues that need to be addressed by the scientific and educational communities
Oltre l’errore: semplificazione e interferenze linguistiche nella scrittura online di persone sorde segnanti adulte
No full textIl volume si rivolge a studiosi e ricercatori interessati ai temi della semplificazione linguistica e delle interferenze nella scrittura di persone sorde adulte, segnanti, in contesti online. La prima parte espone le caratteristiche sociolinguistiche della persona sorda e il ruolo che le nuove tecnologie e i social media hanno avuto nell'incrementare le opportunità di scambio comunicativo e la visibilità della LIS, brevemente introdotta. La seconda parte descrive gli strumenti e i metodi seguiti per l'analisi su un corpus di testi spontanei, presentando infine la possibilità che si possa parlare, nel caso dell'italiano usato dai sordi, di una varietà sociolinguistica
Reflections on sign language literacy and sign language literature, with reference to the Common European Framework of Reference for languages
Full text linkThe definition of literacy has evolved from its original definition as a cognitive ability towards written texts. Following the increase in the study of multilingualism and the form that written text can take, new theoretical approaches evolved to include other forms or literacies such as multiliteracies, multimodality, real literacies, materiality and affect (Papen, 2023). Similarly, educational tools and linguistic frameworks such as the Common European Framework of References for Languages - CEFR have evolved to include different ways to intend contents that are meant to vehicle socio-cultural values and ideas. This article reflects on what makes sign language literacy in a context where the literature of reference is signed literature, living and thriving along with the written literature. In such a context, a real inclusion of the deaf and their signing culture shall consider the signed contents generated by the signing community, and find new ways to include them in the education of deaf children
The role of Sign Language (LIS) in the Italian educational system
Full text linkItalian Sign Language (LIS) education is going through a profound transformation in Italy. Since its recognition, in 2021, as the natural language of the Deaf minority, and the definition of LIS interpreters as the designated professionals to mediate communication needs involving signers in all public settings, the debate has increased in the attempt to determine the content and purpose(s) of the interpreters' training (in Higher Education?) courses. While formal education in sign language (SL) is becoming increasingly important for interpreters' training, and universities are opening experimental courses for them, the linguistic education of deaf children and the vocational training of Deaf adults as SL teachers are gaining new attention. In light of these changes, I discuss the state of the art of general education for the deaf in Italy, glancing at the steps that led to LIS recognition, and the training of bimodal bilingual (deaf) children in public education. Past choices influence the present. The topic will be covered from a historical and interdisciplinary perspective, following the evolution in the social as well as political decisions that influenced deaf education
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