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Full-Text Articles in Anthropological Linguistics and Sociolinguistics
American Sign Language As A Heritage Language, Sarah Compton
American Sign Language As A Heritage Language, Sarah Compton
Sarah Compton
This chapter considers how American Sign Language (ASL)—a visual-manual language—is a heritage language of deaf, hard of hearing, and hearing people in the United States. Traditionally, heritage language education and maintenance efforts have centered on spoken languages. This chapter aims to broaden the scope to include signed languages. It begins with a historical overview of ASL, explicates for whom ASL is a heritage language, and examines the influence of current policy trends and technological advancements on language shift and language maintenance. Particular attention is drawn to the role of deaf communities in fostering language maintenance despite concerted efforts to restrict …
Deaf Education Policy As Language Policy: A Comparative Analysis Of Sweden And The United States, Sarah Compton
Deaf Education Policy As Language Policy: A Comparative Analysis Of Sweden And The United States, Sarah Compton
Sarah Compton
The present study offers a cross-national, comparative analysis of Swedish and US deaf education policies to examine the ways in which status planning and acquisition planning for sign languages are taken up. Major policy documents were selected from each polity, reflecting key national legislative policies as well as the primary texts that guide educational implementation: for Sweden, the Ordinance for Special Schools, the Education Act, and the national syllabi for special schools; for the United States, the Individuals with Disabilities Education Act and Title 34 of the Code of Federal Regulations. Analysis of these texts shows that such planning tends …
Response To Tesol's Position Statement On The Linguistic Rights Of Deaf Students, Sarah Compton
Response To Tesol's Position Statement On The Linguistic Rights Of Deaf Students, Sarah Compton
Sarah Compton
This piece responds to TESOL's position statement on the linguistic rights of deaf students to develop proficiency in both native signed and spoken languages. The statement lays a foundation upon which both English language teaching professionals and deaf education practitioners can build a partnership to advocate for deaf students’ linguistic rights and promote multilingual education programs for deaf students and all learners of English.