deaf history notes illustrations by brian cerney

DeafHistory Notes

Illustrations byBrian Cerney

Figure 1.1Communication and Language

Animal

Communication

Animal

Communication

Human Communication

Language

Figure 1.2Background Knowledge

Figure 1.3Expressive Modalities of Communication

Figure 1.4Perceptive Modalities of Communication

Perception of

Communication

Perceptive Modalities

• Auditory (ears / hearing)

• Visual (eyes / sight)

• Tactile (skin / touch)

• Gustatory (tongue / taste)

• Olfactory (nose / smell)

Figure 1.5Communication within a Physical Setting

Physical Context (Setting)

Figure 1.6Examples of Communication Modalities

Expressive / Perceptive Modalities of Communication

Image / S ight Sound / Hear ing Textu re / Touch

• Drawings - cartoon figures - life like sketches • Markings - arrows

- PRINTED WOR DS

• Human Sounds - screams - SPOKEN WORDS • Mech anica l Sounds - doors sl amming shut -MORSE CODE TONES

• Objects - fen ces - sculptures • 3-D Markings - 3 -D arrow on a s ign - BRAILLED WORDS

Figure 1.7 - Language Encoding Systems

Expressive / Perceptive Modalities Language Channels Image / Sight Sound / Hearing Te xture / Touch

Written Languag es

• Typed Symbol s • Morse Code

Symbols

• Morse Code Tones

• Spel ling Aloud

• Bra illed Symbols

• Raised Let ters Signed

Languag es • Signed Symb ols • Tactil e Signing

Spo ken Languag es

• Pho netic Alphabets

• Manual Cues

• Spoken Symbols

• Tado ma • Tactil e Manua l

Cues

Figure 1.8 – LSF & ASL as Part of the European Signed Language Family

American

School for

the Deaf

ASL

LSF

c. 17701817

The Paris

School

Figure 1.9 – Deaf Education Timeline

Figure 2.1 - Language & Culture

Unit 2Timelines In History

Figure 3.1 – The Outer, Middle & Inner Ear

Inner Ear

Semicircular Canals

Auditory Nerve

Cochlea

Middle

Ear

Outer

Ear

Figure 3.2 – Audiogram Variables (Decibels & Frequencies)

125 250 500 1000 2000 4000 8000

0

10

20

30

40

50

60

70

80

90

100

110

120

Mild

Moderate

Severe

Profound

Figure 3.3 - Components of the Cochlear Implant

Figure 3.4 - The Anatomy of the Eye

Lens

Iris Iris

Anterior

Chamber

Ciliary BodyCiliary Body

Cornea

Posterior

Chamber

Vitreous

Body

Vitreous

Body

Retina

Choroid

Schlera

Conjunctiva

Centralia Retinae

Optic Nerve

Nerve Sheath

Figure 3.5- The Bones of the Hand

Metacarpals

Carpals

Phalanges

UNIT 3 Section 1 Review Questions

UNIT 3 Section 2 Review Questions

Figure 4.1 - William Stokoe's Milestones

1955

Stokoe begins teaching

at Gallaudet College

1960

Stokoe publishes first

research on ASL

1965

Stokoe publishes the

Dictionary of ASL

1972

Stokoe begins publishing

Sign Language Studies

Figure 4.2 - Possible Communication Components

William Stokoe’s

“Possible Communication Behavior of American Deaf Persons”

English

- lipreading

- clear articulation

ASL

- facial expression

- manual symbols

- gesture

Figure 4.3 - Observed Communication Components

William Stokoe’s

“Observed Communication Behavior of American Deaf Persons”

- clear articulation

- facial expression

- lipreading

- manual symbols

- gesture

Figure 4.4 - ASL & English Diglossia

James Woodward’s

Original “Diglossic Scale”

English

Formal

ASL

Informal

Figure 4.5 - "PSE" Composed of ASL Elements

James Woodward ’s

Original “Elements of PSE”

English

- Articles (a, an the)

- plurals with “s”

- verbs of being (is, am)

- progressives (-ing)

- completives (had + Past Tense)

ASL

- Spell the words A, T-H-E

- plurals with reduplication

- use of sign TRUE

- progressives by verb reduplication

- completives by use of FINISH

“PSE”

Figure 4.6 – ASL & English Influencing Contact Signing

Contact Signing

ASL

Signs    

English

Grammar

Figure 4.7 – ASL and English Features of Contact Signing

English Features Used

Engl ish Featu res NOT Use d

ASL Fe ature s Use d

ASL Fe ature s NOT Use d

Conjunc tions (and, because , but)

Verbs + pre posi tions (go with, look a t)

Agreem ent Verbs (sub ject / ob ject)

Aspec t Inflection (duration, in tensi ty)

Eng lish mouth patte rns

Re lat ive C lau ses S igns without mout hing

Top ica lizat ion

Prep ositions Compara tive "mor e" ASL Determi ners (index ing/pointing)

Eng lish or der (? ) De terminers (the, this , that)

ASL word order (?)

Subord ina te clauses

Modal Con structions (can, must, e tc)

Role Shifting

Figure 4.8 – Bilingual / Bimodal Language Contact

“Conversational”

ASL

“Pure” English

“Conversational”

English

“Contact” English

“Contact” ASL

“Pure” ASL

More Linear

Suffixes, Prefixes,

Emphasis on

Word Order

More Spatial

Simultaneous

Production of

Meaningful Units

Interaction of ASL & English Continua:

Variation in Two Languages

(therefore, two lines)

Figure 4.9 – Three Different Manual English Codes

Figure 4.10 – Manual English Codes Are Not Languages

Figure 5.1 – Telecommunication Aspects of the ADA

Telephone

Relay Services

Public

Phone TTYs

911 TTY

Accessibility

Hotel

TVs & TTYs

ADA

Impact On

Telecommunications

1990

Figure 5.2 – Factors of Core Membership in the Deaf Community

Figure 6.1 - Source and Target Texts

Source Text

Target Text

Figure 6.2 - Simultaneous Interpretation of Monologic Discourse

Source Text

Target Text

Figure 6.3 - Simultaneous Interpretation of Dialogic Discourse

Source

Target

Target

Source

Source

Target

Target

Source

Figure 6.4 - Consecutive Interpretation of Dialogic Discourse

S

T

T

S

S

T

T

S

S

T

T

S

Figure 6.5 - Consecutive Interpretation of Monologic Discourse

S

T

S

T

S

T

S

T

S

T

S

T

Figure 6.6 - Transliteration (simultaneous) of Monologic Discourse

Source Text

tARGET tEXT

Figure 6.7 - Transliteration (simultaneous) of Dialogic Discourse

Source

tARGET

Target

sOURCE

Source

tARGET

Target

sOURCE

Figure 6.8 - Elucidation (consecutive) of Monologic Discourse

Source

? - ? -

Source

? - ? -

Figure 6.9 - Elucidation (consecutive) of Dialogic Discourse

Source

? - ? -

Source

? - ? -

RID Code of Ethics 1979-2004

Tenet 1: Interpreters / Transliterators shall keep all assignment-related information strictly confidential.

Tenet 2: Interpreters / Transliterators shall render the message fait hfully, always

conveying the content and spirit of the speaker, using language most readily understood by the person(s) whom they serve.

Tenet 3: Interpreters / Transliterators shall not counsel, advise , or interjec t

personal opinions. Tenet 4: Interpreters / Tr ansliterators shall accept assignments using discretion

with regard to skill, setting, and the consumers involved. Tenet 5: Interpreters / Transliterators shall request compensation fo r services in a

professional and judicious manner. Tenet 6: Interpreters / Transliterators shall function in a ma nner appropriate to the

situation. Tenet 7: Interpreters / Transliterators shall strive to furthe r knowledge and skills

through participation in workshops, professional meetings, interaction with professional colleagues and reading of current literature in the field.

Tenet 8: Interpreters / Tr ansliterators, by the virtue of membership in o r

certification by the R.I.D., Inc., shall strive to maintain high professional standards in compliance with the code of ethics.

RID Code of Conduct (adopted 2005)

Interpreters have a professional responsibility to: Tenet 1: Adhere to standards of confidential communication. Tenet 2: Possess interpreting competence commensurate with the

communication event. Tenet 3: Actively engage in ongoing professional development. Tenet 4: Demonstrate respect for all consumers and their diversity. Tenet 5: Demonstrate respect for the profession, other colleagues, and

students of the profession. Tenet 6: Render services linguistically accessible and appropriate for the

situation. Tenet 7: Conduct themselves in a manner befitting the assigned setting. Tenet 8: Ensure that working conditions are conducive to excellence in

service delivery. Tenet 9: Serve as a resource on interpreting and relevant services, as needed. Tenet 10: Maintain ethical business practices.

Figure 6.10 – The Triangle of Professionalism

Sampling of College CoursesWhich Should Satisfy Requirements as

RID PROFESSIONAL STUDIES

ANT Anthropology ITP Interpreter Tra ining Progr am

ASL American Sign Language JR N Journali s m

BUS Bus iness LAT Latin Language & Culture

CRT Court Reporting MMC Multime dia Communication s

ENG Eng lish Writing & Litera ture PSY Psychology

FCL Foreign Culture & Lang uage RUS Russian L anguage & Culture

FRE French Langu age & Culture SO C Sociology

GER German Langu age & Culture SPA Spani s h Language & Culture

ITA Italian Lang uage & Culture SPH Speech

National Deaf Community Organizations

AADB American Association of the DeafBlind AAAD American Athletic Association of the Deaf AGBAD Alexander Graham Bell Association for the Deaf ALDA Association of Late Deafened Adults ASDC American Society for Deaf Children ASLTA American Sign Language Teachers Association BDA Black Deaf Advocates CAID Convention of American Instructors of the Deaf CAN Consumer Action Network CIT Conference of Interpreter Trainers CSUN California State University at Northridge GUAA Gallaudet University Alumni Association NAD National Association of the Deaf NCOD National Center on Deafness (Northridge, CA) NCSA National Cued Speech Association NFSD National Fraternal Society of the Deaf NTD National Theatre for the Deaf NTID National Technical Institute for the Deaf RID Registry of Interpreters for the Deaf SHHH Self Help for the Hard of Hearing TDI Telecommunications for the Deaf, Inc. WFD World Federation of the Deaf