Sociolinguistic differences: U.S. teachers in residential schools & non-residential schools

Autor/a: WOODWARD, James; ALLEN, Thomas
Año: 1993
Editorial: Sign Language Studies, nº 81 (1993) pp. 361-374
Tipo de código: Copyright
Soporte: Digital


Lingüística » Lingüística de otras Lenguas de Signos


Anthropological research on the US Deaf Community has presented the view that, for deaf children who do not have deaf parents, residential schools are prime places of early enculturation and acculturation into the language and culture of the US Deaf community. Residential schools are often the first places where deaf children see other deaf people and natural forms of signing being used for everyday communication. However, statistical research to support this view is lacking. In order to test the hypothesis that residential schools play a unique role, the present study examined empirical data supplied by a largue number of residential school and non-residential school teachers on their background characteristics and the forms of communication they prefer to use in their classrooms.