Crip Linguistics Goes to School

Author:

Henner Jon1,Robinson Octavian2ORCID

Affiliation:

1. Interpreting, Deaf Education, and Advocacy, Specialized Education Services, University of North Carolina Greensboro, Greensboro, NC 27403, USA

2. Deaf Studies Department, Gallaudet University, Washington, DC 20002, USA

Abstract

Teachers of the deaf, signed language interpreters, and associated staff (e.g., secretaries and sanitation workers) are a salient part of a deaf child’s community often because hearing parents and other family members of deaf children do not become proficient signers leading many deaf children and adults to feel alienated in the home environment (e.g., dinner table syndrome). Because the school environment provides another way for deaf children to acquire language, professional signed language fluency is critical. Yet, in other second language acquisition contexts, fluency is not necessary for effective teaching and often highly racialized. If perceived fluency is often dependent on proximity to whiteness, and language fluency is not necessary for effective teaching, then why is it necessary to require professionals to be fluent in signed languages before teaching and working with deaf children?

Publisher

MDPI AG

Subject

Linguistics and Language,Language and Linguistics

Reference73 articles.

1. Ahmad, Farah Z., and Boser, Ulrich (2014). America’s Leaky Pipeline for Teachers of Color: Getting More Teachers of Color into the Classroom, Center for American Progress.

2. Is It Time to Look Beyond Teachers’ Signing Behavior?;Akamatsu;Sign Language Studies,2002

3. Andrews, Jean F., and Franklin, Thomas C. (1997). Why Hire Deaf Teachers?, ERIC.

4. Dismantling anti-black linguistic racism in English language arts classrooms: Toward an anti-racist black language pedagogy;Theory into Practice,2019

5. Baynton, Douglas C. (1996). Forbidden Signs: American Culture and the Campaign against Sign Language, University of Chicago Press.

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