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E-grāmata: Sign Language in Action

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This book defines the notion of applied sign linguistics by drawing on data from projects that have explored sign language in action in various domains. The data sources have been drawn from various studies on sign language research, teaching, assessment and interpreting that have been conducted by the two co-authors. As well as defining key concepts and giving an overview of existing research, the book provides clear guidance on conducting applied sign linguistics research, with suggestions for new research topics. The book is targeted at sign language and sign language interpreting students, sign language teachers, researchers, interpreter practitioners and educators, Deaf Studies teachers and students, educators working with deaf children, and policy makers. It will also be of interest to other people working with minority language communities and to scholars and practitioners in applied linguistics research more generally.

Recenzijas

Sign Language in Action is a strong overview of applied sign language linguistics. Both Napier and Leeson are able to explain the broad field in a manner that is approachable for newcomers. Instructors and researchers of applied sign language may want to consider Napier and Leesons book a delightful addition to the panoply of educational materials about sign languages and applied linguistics, especially for introductory courses in sign language related fields, such as linguistics or deaf education. (Jon Henner, Journal of Deaf Studies and Deaf Education, Vol. 21 (4), October, 2016)

List of Figures and Tables
xi
General Editors' Preface xii
Acknowledgements xiv
1 Introduction
1(18)
1.1 Aim and readership of the book
1(1)
1.1.1 A note on conventions
2(1)
1.2 Title of the book
2(2)
1.3 Authors' subjectivity, position and goals
4(8)
1.4 Overview of the book
12(7)
Part I Key Concepts and Research Issues
2 Understanding Applied Sign Linguistics
19(31)
2.1 Defining Deaf Studies
19(1)
2.2 The sociocultural position of signed language and deaf people
20(18)
2.2.1 Who are deaf people?
21(2)
2.2.2 Who are deaf sign language users?
23(2)
2.2.3 The role of education in the development of deaf sign language users
25(2)
2.2.4 Contemporary position of sign languages
27(10)
2.2.5 Contemporary position of deaf people
37(1)
2.3 What is applied sign linguistics?
38(1)
2.4 The difference between sign linguistics and applied sign linguistics
39(1)
2.5 The history of sign linguistics
39(6)
2.6 The development of applied sign linguistics research and sign language practice professions
45(4)
2.7 Understanding applied sign linguistics: concluding comments
49(1)
3 Sign Language in Action
50(37)
3.1 Sign language and identity
50(22)
3.1.1 Language to talk about sign language and identity
51(4)
3.1.2 Focus on cultural identity
55(2)
3.1.3 Sign language as identity
57(4)
3.1.4 Identity in shared signing communities
61(2)
3.1.5 Hearing signers as intercultural interlopers
63(5)
3.1.6 Deaf intercultural interlopers
68(4)
3.2 Sign languages as embodied languages
72(3)
3.3 Attitudes towards sign languages
75(3)
3.3.1 Language attitudes within signing communities
76(2)
3.4 Sign language policy and planning
78(5)
3.4.1 Status sign language planning
79(1)
3.4.2 Corpus sign language planning
80(2)
3.4.3 Educational sign language planning
82(1)
3.5 Sign language in action: concluding comments
83(4)
Part II Practical Applications
4 Learning and Teaching Sign Languages
87(32)
4.1 Acquiring a sign language as a first or preferred language
87(11)
4.1.1 Who is a native signer?
91(3)
4.1.2 Non-native deaf signers
94(2)
4.1.3 Cultural interlopers revisited: non-native hearing signers: learning a sign language as an L2
96(2)
4.2 Teaching and learning sign languages
98(1)
4.3 What makes a successful sign language learner?
98(4)
4.3.1 Learning to sign cross-culturally
99(1)
4.3.2 Learning a sign language as a second language
100(2)
4.4 Contexts of sign language teaching and learning
102(15)
4.4.1 Curricula and teaching approaches
103(6)
4.4.2 Assessment and evaluation
109(8)
4.5 Learning and teaching sign languages: concluding comments
117(2)
5 Sign Language in Everyday Life
119(57)
5.1 Where and how are sign languages used?
119(12)
5.1.1 Sign language conversation and discourse
121(1)
5.1.2 Sign language narratives
122(6)
5.1.3 Child sign language
128(1)
5.1.4 Formal sign language
129(2)
5.2 Sign language at school
131(3)
5.3 Sign language and tertiary education
134(10)
5.3.1 Academic acceptance of sign languages
135(1)
5.3.2 Deaf students' access to tertiary education
136(2)
5.3.3 Deaf academics
138(6)
5.4 Sign language in the wider world
144(30)
5.4.1 Sign language poetry and performance
144(2)
5.4.2 Sign language in legal settings
146(12)
5.4.3 Sign language in medical and mental health settings
158(7)
5.4.4 Sign language on television
165(3)
5.4.5 Sign language in politics
168(4)
5.4.6 Sign language in the workplace
172(2)
5.5 Sign language in everyday life: concluding comments
174(2)
6 Sign Language in (Professional) Practice
176(57)
6.1 Sign language brokers
176(8)
6.1.1 Hearing sign language brokers
180(2)
6.1.2 Deaf sign language brokers
182(2)
6.2 Sign language interpreting and translation
184(24)
6.2.1 What is professional sign language interpreting?
186(10)
6.2.2 Sign language interpreting practice
196(9)
6.2.3 Sign language translation as an emerging practice
205(3)
6.3 The relationship between sign language users and interpreters
208(7)
6.4 Sign language interpreter identity
215(6)
6.5 Changing practices
221(8)
6.5.1 Deaf interpreters and translators
222(3)
6.5.2 The impact of video technology
225(4)
6.6 Sign language in (professional) practice: concluding comments
229(4)
Part III Research into Applied Sign Linguistics
7 Conducting Research in Applied Sign Linguistics
233(36)
7.1 Steps to conducting research
234(21)
7.1.1 Interest in a topic and defining research questions
235(4)
7.1.2 Conducting a literature review
239(1)
7.1.3 Data collection and participant recruitment
240(3)
7.1.4 Conducting ethical research
243(5)
7.1.5 Data annotation and analysis
248(6)
7.1.6 Dissemination of results
254(1)
7.2 Research topics in applied sign linguistics
255(8)
7.2.1 Young children's acquisition, development and use of sign languages
256(1)
7.2.2 Sign language in families
256(2)
7.2.3 Sign language in education
258(2)
7.2.4 Second language learners of sign languages: curricula and assessment
260(1)
7.2.5 Sign language in the workplace
261(1)
7.2.6 Sign language in everyday life
262(1)
7.3 Suggested research projects in applied sign linguistics
263(2)
7.3.1 Deaf Studies and deaf education
264(1)
7.3.2 Sign language teaching, learning and assessment
264(1)
7.3.3 Sign language discourse
264(1)
7.3.4 Sign language interpreting and translation
265(1)
7.4 Conducting research in applied sign linguistics: concluding comments
265(4)
Part IV Further Resources in Applied Sign Linguistics
8 Key Resources
269(8)
8.1 Recommended readings
269(2)
8.2 Resources
271(6)
8.2.1 Journals
272(1)
8.2.2 Book series
272(1)
8.2.3 Research centres
272(2)
8.2.4 Associations and organisations
274(1)
8.2.5 Conferences
275(1)
8.2.6 Websites
275(2)
Notes 277(2)
References 279(54)
Index 333
Jemina Napier is Professor and Chair of Intercultural Communication at Heriot-Watt University, Edinburgh, UK. She grew up in the British Deaf community, has extensive international experience as a sign language interpreter, researcher and educator and is the author of Sign Language Interpreting: Linguistic Coping Strategies. She was an inaugural board member of the World Association of Sign Language Interpreters.

Lorraine Leeson is Professor of Deaf Studies at Trinity College Dublin, Ireland. She has worked with Deaf communities for more than 25 years as an interpreter, a researcher and educator. She is co-author of Irish Sign Language: A Cognitive Linguistic Account (with John I. Saeed). She is the inaugural Chair of the European Forum of Sign Language Interpreters Committee of Experts.
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