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HU Credits:
2
Degree/Cycle:
1st degree (Bachelor)
Responsible Department:
Linguistics
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Prof. Diane Brentari
Coordinator Office Hours:
14:00-15:00 Monday
Teaching Staff:
Course/Module description:
The focus of this course is the linguistic, cultural, and societal context of the deaf communities around the world. Both historical and contemporary aspects of Deaf identity will be discussed, with an emphasis on the central role that sign languages plays in the lives of Deaf individuals. Deaf communities, like most cultural groups, have unique cultural icons and centers of reference.
Course/Module aims:
This course examines several Deaf communities around the world in order to understand their social, cultural and linguistic contexts as they exist within the mainstream cultures that surround them.
Learning outcomes - On successful completion of this module, students should be able to:
Students will learn what factors (those both internal and external to the community) are most important for sign languages to survive and thrive.
Attendance requirements(%):
30%
Students are expected to attend and participate in every class, read the materials, watch the required videos, and complete the written work in English.
Teaching arrangement and method of instruction:
Lecture
Course/Module Content:
Week 1: De-constructing (D/d)eafness
Week 2: Language Variation: Sources, Change, Contemporary Grammars
Week 3; Micro-ethnicity in Life & Art
Required Reading:
WEEK 1
Required Readings:
Baynton, D. 2008. Beyond Culture: Deaf studies and the Deaf body. In H-Dirksen Bauman (ed.) 2008. Open your eyes, 293-313. Minneapolis: University of Minnesota Press.
Friedner, Michele. 2017. Doing deaf studies in the global south. In Annalies Kunsters, M. Maartje de Meulder, and Dai O’Brien (eds.) Innovations in Deaf Studies, 129-149. OUP
Ladd, P. 2005. Deafhood: A concept stressing possibilities, not deficits. Scandinavian Journal of Public Health, 2005; 33(Suppl 66): 12–17
Required Videos:
Rachel Kolb: Navigating the Hearing World Navigating deafness in a hearing world | Rachel Kolb | TEDxStanford
Bauman, H.-Dirksen: On Becoming Hearing: Lessons in Limitations, Loss, and Respect On Becoming Hearing: Lessons in Limitations, Loss, and Respect | Dirksen Bauman | TEDxGallaudet
Diane Brentari & Susan Goldin-Meadow: Language emergence https://www.youtube.com/watch?v&eq;AJxcFLMe6Fc
WEEK 2
Required Readings:
Avni, Sharon. 2011. Toward an understanding of Hebrew language education: Ideologies, emotions and identity. International Journal of the Sociology of Language 208: 53‐70.
Hockett, Charles. 1960. The Origin of Speech. Scientific American 203: 89-97.
Müller de Quadros, Ronice., Diane Lillo-Martin. & Deborah Chen-Pichler, D. 2016. Bimodal bilingualism: sign language and spoken language. In Mark Marschark and Patrica Spencer, eds., The Oxford Handbook of Deaf Studies in Language, 181-196. OUP.
Supalla, T., & Clarke, P. 2015. Sign Language Archeology (Ch. 3, Conception of the Language Plan). Washington, DC: Gallaudet University Press.
Required Videos:
Rebecca Dadey: Achieving the "Impossible": Lessons from a Deaf Woman Achieving the "Impossible": Lessons from a Deaf Woman | Rebecca Dadey | TEDxOnondagaCommunityCollege
Drisana L Levitzke-Gray: Deaf Children need sign language (Auslan!) Deaf children need sign language | Drisana Levitzke-Gray | TEDxSouthBank
Joseph Santini: Educational Autonomy https://www.youtube.com/watch?v&eq;YiptJm48Ghk
WEEK 3
Grenoble, Lenore & Lindsay Whalen. 2006 Saving languages: an introduction to language revitalization. (ch 2; 21-49). CUP
Clarke, John Lee. 2017. Distantism. Where I Stand: On The Signing Community and My DeafBlind Experience, available at http://www.handtype.com/books/whereistand/ and as a Tumblr Post https://johnleeclark.tumblr.com/
Witteborg, Jennifer. Deaf Gain and the Creative Arts. Interviews with Deaf Artists. In H-Dirksen L. Bauman, and Joseph J. Murray, eds., Deaf Gain: Raising the Stakes for Human Diversity, 478-491. University of Minnesota Press, 2014.
Required Videos:
Jamie Rea: http://www.bbc.com/news/av/stories-42428086/using-my-hands-to-find-my-voice-a-deaf-actor-s-dream
Melissa Malkuntz: Deaf Ideology as Visual Narrative Creative Advocacy Through Visual Narrative | Melissa Malzkuhn | TEDxGallaudet
Clifton Langdon: PT ASL Pro-tactile ASL: A new language for the DeafBlind
Additional Reading Material:
1.Bahan, B. Introduction: What is literature? In H. Dirksen-Baumean, ed., Signing the Body Poetic. Berkeley/Los Angeles/University of California Press
2.Castellanos, Irina, David Pisoni, William Kronenberger & Jessica Beer. 2016. Neurocognitve Function in Deaf children with cochlear implants: Early development and long-term outcomes. In Mark Marschark and Patrica Spencer, eds., The Oxford Handbook of Deaf Studies in Language, 264-275. OUP.
3.Foucault, M. 2003. Abnormal: Lectures at the college de France 1974-1975, 41-54 New York: Picador
4.Grigely, J. 2016. Soundscapes. Artforum.
5.Lane, H., Hoffmeister, R., and Benjamin, B 1996. Journey Into Deaf-World.
6.Lane, H. 2008. Do Deaf people have a disability? In H-Dirksen Bauman (ed.) Open your eyes, 277-292. Minneapolis: University of Minnesota Press.
7.Meir, I. and Sandler, W. 2008. Language in Space: a Window onto Israeli Sign Language. Mahwah, NJ: Lawrence Erlbaum Associates
8.Silander, K. 2016. Indigenous Micro-Ethnicity and Principles of Identification in Southeast Borneo. The Asia Pacific Journal of Anthropology 17:2, 102-120
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 30 %
Project work 70 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
The readings and versions of the videos with English interpretation will be available on the Moodle site.
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