Sign Language in Action
Published on 26. January 2016
XV, 339 pages
978-1-137-30977-8 (ISBN)
Description
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 book gives professionals working with sign languages, signed language teachers and students, research students and their supervisors, authoritative access to current ideas and practice.
Reviews / Votes
"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 Leeson's 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)More details
Series
Edition
1st ed. 2016
Language
English
Place of publication
London
United Kingdom
Publishing group
Palgrave Macmillan UK
Target group
Professional and scholarly
Product notice
Reflowable
Illustrations
XV, 339 p.
File size
3,32 MB
ISBN-13
978-1-137-30977-8 (9781137309778)
DOI
10.1057/9781137309778
Schweitzer Classification
Other editions
Additional editions
Jemina Napier | Lorraine Leeson
Sign Language in Action
Book
11/2015
Palgrave Macmillan
€106.99
Shipment within 10-20 days
Jemina Napier | Lorraine Leeson
Sign Language in Action
Book
11/2015
Palgrave Macmillan
€106.99
Shipment within 10-20 days
Persons
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.
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.
Content
- Cover
- Title
- Copyright
- Dedication
- Contents
- List of Figures and Tables
- General Editor's Preface
- Acknowledgements
- 1 Introduction
- 1.1 Aim and readership of the book
- 1.1.1 A note on conventions
- 1.2 Title of the book
- 1.3 Authors' subjectivity, position and goals
- 1.4 Overview of the book
- Part I Key Concepts and Research Issues
- 2 Understanding Applied Sign Linguistics
- 2.1 Defining Deaf Studies
- 2.2 The sociocultural position of signed language and deaf people
- 2.2.1 Who are deaf people?
- 2.2.2 Who are deaf sign language users?
- 2.2.3 The role of education in the development of deaf sign language users
- 2.2.4 Contemporary position of sign languages
- 2.2.5 Contemporary position of deaf people
- 2.3 What is applied sign linguistics?
- 2.4 The difference between sign linguistics and applied sign linguistics
- 2.5 The history of sign linguistics
- 2.6 The development of applied sign linguistics research and sign language practice professions
- 2.7 Understanding applied sign linguistics: concluding comments
- 3 Sign Language in Action
- 3.1 Sign language and identity
- 3.1.1 Language to talk about sign language and identity
- 3.1.2 Focus on cultural identity
- 3.1.3 Sign language as identity
- 3.1.4 Identity in shared signing communities
- 3.1.5 Hearing signers as intercultural interlopers
- 3.1.6 Deaf intercultural interlopers
- 3.2 Sign languages as embodied languages
- 3.3 Attitudes towards sign languages
- 3.3.1 Language attitudes within signing communities
- 3.4 Sign language policy and planning
- 3.4.1 Status sign language planning
- 3.4.2 Corpus sign language planning
- 3.4.3 Educational sign language planning
- 3.5 Sign language in action: concluding comments
- Part II Practical Applications
- 4 Learning and Teaching Sign Languages
- 4.1 Acquiring a sign language as a first or preferred language
- 4.1.1 Who is a native signer?
- 4.1.2 Non-native deaf signers
- 4.1.3 Cultural interlopers revisited: non-native hearing signers: learning a sign language as an L2
- 4.2 Teaching and learning sign languages
- 4.3 What makes a successful sign language learner?
- 4.3.1 Learning to sign cross-culturally
- 4.3.2 Learning a sign language as a second language
- 4.4 Contexts of sign language teaching and learning
- 4.4.1 Curricula and teaching approaches
- 4.4.2 Assessment and evaluation
- 4.5 Learning and teaching sign languages: concluding comments
- 5 Sign Language in Everyday Life
- 5.1 Where and how are sign languages used?
- 5.1.1 Sign language conversation and discourse
- 5.1.2 Sign language narratives
- 5.1.3 Child sign language
- 5.1.4 Formal sign language
- 5.2 Sign language at school
- 5.3 Sign language and tertiary education
- 5.3.1 Academic acceptance of sign languages
- 5.3.2 Deaf students' access to tertiary education
- 5.3.3 Deaf academics
- 5.4 Sign language in the wider world
- 5.4.1 Sign language poetry and performance
- 5.4.2 Sign language in legal settings
- 5.4.3 Sign language in medical and mental health settings
- 5.4.4 Sign language on television
- 5.4.5 Sign language in politics
- 5.4.6 Sign language in the workplace
- 5.5 Sign language in everyday life: concluding comments
- 6 Sign Language in (Professional) Practice
- 6.1 Sign language brokers
- 6.1.1 Hearing sign language brokers
- 6.1.2 Deaf sign language brokers
- 6.2 Sign language interpreting and translation
- 6.2.1 What is professional sign language interpreting?
- 6.2.2 Sign language interpreting practice
- 6.2.3 Sign language translation as an emerging practice
- 6.3 The relationship between sign language users and interpreters
- 6.4 Sign language interpreter identity
- 6.5 Changing practices
- 6.5.1 Deaf interpreters and translators
- 6.5.2 The impact of video technology
- 6.6 Sign language in (professional) practice: concluding comments
- Part III Research into Applied Sign Linguistics
- 7 Conducting Research in Applied Sign Linguistics
- 7.1 Steps to conducting research
- 7.1.1 Interest in a topic and defining research questions
- 7.1.2 Conducting a literature review
- 7.1.3 Data collection and participant recruitment
- 7.1.4 Conducting ethical research
- 7.1.5 Data annotation and analysis
- 7.1.6 Dissemination of results
- 7.2 Research topics in applied sign linguistics
- 7.2.1 Young children's acquisition, development and use of sign languages
- 7.2.2 Sign language in families
- 7.2.3 Sign language in education
- 7.2.4 Second language learners of sign languages: curricula and assessment
- 7.2.5 Sign language in the workplace
- 7.2.6 Sign language in everyday life
- 7.3 Suggested research projects in applied sign linguistics
- 7.3.1 Deaf Studies and deaf education
- 7.3.2 Sign language teaching, learning and assessment
- 7.3.3 Sign language discourse
- 7.3.4 Sign language interpreting and translation
- 7.4 Conducting research in applied sign linguistics: concluding comments
- Part IV Further Resources in Applied Sign Linguistics
- 8 Key Resources
- 8.1 Recommended readings
- 8.2 Resources
- 8.2.1 Journals
- 8.2.2 Book series
- 8.2.3 Research centres
- 8.2.4 Associations and organisations
- 8.2.5 Conferences
- 8.2.6 Websites
- Notes
- References
- Index
