Deaf Resources in the TCC Library: Sign Language Resources

The Deaf History Reader presents nine masterful chapters that bring together a remarkably vivid depiction of the varied Deaf experience in America.

Ann Mindess examines a culture not widely understood - American deaf culture. Collectivist and high-context, it contrasts with mainstream individualistic, low-context American culture. Both cultures are examined and the interpreter's role and responsibilities are discussed.

Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have waxed and waned for more than 100 years: Will using sign language interfere with learning to use spoken language or does it offer optimal access to communication for deaf children? Does placement in classrooms with mostly hearing children enhance or impede academic and social-emotional development? Will cochlear implants or other assistive listening devices provide deaf children with sufficient input for age-appropriate reading abilities? Are traditional methods of classroom teaching effective for deaf and hard-of-hearing students? Although there is a wealth of evidence about each of these issues, too often, decisions on how to best support deaf and hard-of-hearing children in developing language and academic skills are made based on incorrect or incomplete information. No matter how well-intentioned, decisions grounded in opinions, beliefs, or value judgments are insufficient to guide practice. Instead, we need to take advantage of relevant, emerging research concerning best practices and outcomes in educating deaf and hard-of-hearing learners. In this critical evaluation of what we know and what we do not know about educating deaf and hard-of-hearing students, the authors examine a wide range of educational settings and research methods that have guided deaf education in recent years--or should. The book provides a focus for future educational and research efforts and aims to promote optimal support for deaf and hard-of-hearing learners of all ages.

Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determine their achievement in ASL.

The Random House Webster’s Compact American Sign Language Dictionary is a treasury of over 4,500 signs for the novice and experienced user alike. It includes complete descriptions of each sign, plus full-torso illustrations. There is also a subject index for easy reference as well as alternate signs for the same meaning.

The Third Volume in the Studies in Interpretation Series This new volume focuses on scholarship over a refined spectrum of issues that confront interpreters internationally.

The Fifth Volume in the Studies in Interpretation Series In interpreting, professionals must be able to convey to their clients the rhythm, stress, and length of phrases used by the communicating parties to indicate their respective emotional states. Such subtleties, which can signal sarcasm and irony or whether a statement is a question or a command, are defined in linguistics as prosody.

Useful for those interested in understanding and utilizing American Sign Language (ASL), this phrase book serves as a reference tool and a study guide.

Lucas, Valli (both Gallaudet U.) and Bayley (U. of Texas, San Antonio) present materials designed to introduce members of the Deaf community and the general public to the sociolinguistic variation in American Sign Language (ASL).

The Third Volume in the Interpreter Education Series The latest addition to the Interpreter Education series expands the tools available to instructors with six new, vital chapters on new curricula and creative teaching methods.