Codas Doing Research A Panel Discussion


Bimodal Bilingual

Deaf

20

Word Order OV 10

SV VO VS

5

Age

40

35

30

25

20

40

35

30

25

0

20

Number of Utterances

15

CODAustin
 June 25, 2016

Panel Description
 “Coda”, and Deaf people alike are approached as subjects in various studies of research. Selected Coda scholars will gather as a panel to share their current research projects, experiences doing studies on and around Codas and Deaf community members, lead by a facilitator. This panel will provide participants with insight on fascinating studies that range from published reports, to projects in progress currently, as well as ethical trends of research in the Deaf/Coda communities. Topics of studies include (but not limited to), socio/cultural & cognitive linguistics of sign language, cultural practices, and deaf education.

Program Bibliography, 2

About this corpus… A note from the facilitator: As I consider C/codas and d/ Deaf, and all the interconnectedness that surrounds and entwines the analogous ‘tree’ of our beings; I googled the term “rhizome” and my screen populated, “a continuously growing horizontal underground stem that puts out lateral shoots and adventitious roots at intervals.” I argue there is more ‘tree’ to what we see, and what we can be. It has been a dream of mine, to proudly share work of bright minded, fellow Codas with others, so that you too can feel the long reaches of our impacts and exactly how far our roots spread. As this group of Coda researchers gathered the following biographies, references of personal and shared work, as well as recommended readings for further exploration, we are reminded that this is just one piece of the growing body of research, both representative and not of our lives and our families’ worlds. We invite you to learn with us, about each other, the communities we shoot from, and ourselves. -Jennifer “Beefa” Hensley


CODAustin
 June 25, 2016

Coda Research Panelists

Marie Coppola

Wanette Reynolds

Jeffrey Levi Palmer

Robert Hoffmeister

Jennie Pyers

Deanna Ammon Gagne

Ronice Müller de Quadros

Naomi Caselli

Jenny Singleton

Jennifer Hensley (Facilitator)

Program Bibliography, 4

CODAustin
 June 25, 2016

Meet the Researchers Bios and Citations Naomi Caselli, PhD is a lecturer in the Programs in Deaf Studies at Boston University. She earned her PhD at Tufts University, an EdM in Deaf Education and an MA in Psychology from Boston University. She studies the effects of limited language exposure on cognition in Deaf children. Her recent work explores the lasting effects of early language experience on the perception of sign language. She is currently in the process of developing ASL-LEX, a lexical database for American Sign Language. She also worked as a nationally certified ASL-English interpreter for nine years. Naomi Shares Some References: Caselli, N. & Cohen-Goldberg, A. (2014). Lexical access in sign language: A computational model. Frontiers in Psychology, 5. Caselli, N., Sevcikova, Z., Cohen-Goldberg, A., Emmorey, K. (2016). ASL-LEX: A Lexical Database for ASL. Behavior Research Methods. Naomi’s Recommendations: Davidson, K., Lillo-Martin, D., & Pichler, D. C. (2013). Spoken English language development in native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. Mayberry, R. I., Del Giudice, A. A., & Lieberman, A. M. (2011). Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis. Journal of Deaf Studies and Deaf Education, 16(2), 164-188.

Program Bibliography, 5

CODAustin
 June 25, 2016

Bios and Citations, Continued Marie Coppola, PhD is an Assistant Professor in the Departments of Psychological Sciences and Linguistics at the University of Connecticut. Coppola is a developmental psychologist and cognitive scientist whose investigations of a new emerging sign language in Nicaragua led her to study the impact of language experience on number concepts and social cognition in deaf children in the United States. She is also the founder and executive director of Manos Unidas (Hands Together), a 501c3 non-profit organization that promotes equal access to language and education for deaf children in Nicaragua. Marie Shares Some References: Brentari, D. and M. Coppola. (2012). What sign language creation teaches us about language. Wiley Interdisciplinary Reviews, Cognitive Science (WIREs). http:// onlinelibrary.wiley.com/journal/10.1002/(ISSN)1939-5086 Spaepen, E., M. Coppola, E. Spelke, S. Carey, and S. Goldin-Meadow. (2011). Number without a language model. Proceedings of the National Academy of Sciences, 108(8): 3163-3168. doi: 10.1073/pnas.1015975108 Coppola, M. and A. Senghas. (2010). Deixis in an emerging sign language. In Sign Languages: A Cambridge Language Survey, 543-569. D. Brentari, ed. Cambridge, UK: Cambridge University Press.

Program Bibliography, 6

CODAustin
 June 25, 2016

Bios and Citations, Continued Deanna Ammon Gagne, MA, CI/CT, NIC-A received her B.S. from Northeastern University in ASL-English interpreting, minoring in Psychology and Linguistics.  She worked as a staff and freelance interpreter and interpreter educator for many years before returning to graduate school to study Developmental Psychology, focusing on language development and the neurobiology of language at the University of Connecticut, where she recently received her Master’s degree and is continuing on to complete her PhD.  Her goal is to understand how all children; deaf, hearing, bilingual, bimodal, etc., learn language and contribute to language creation and change by looking at unique cases of language creation and structure available in varying sign language contexts and their associated neuro-cognitive effects.  Her most recent experiences include working with the emerging Sign Language in Nicaragua, where she lived with her family for three months in 2015. She is also the mother of two young “Coca-Codas” who enrich and challenge her every day. Deanna is working on her dissertation currently to compare the hearing, native signing children (Codas) of the first generation of Nicaraguan Sign Language, or NSL, to the deaf signing children from the second generation of NSL signers to see how much of language change can occur in an individual child. The hearing children sign with their parents, or their parents' friends, but not with peers. The deaf children are not natively exposed but have been exposed to both the first generation of signers and deaf peers.  Factors such as language ability, social perspective taking, and family dynamics (i.e., interpreting responsibilities, topics discussed in the family, etc.) will be discussed in the overall results. Deanna Shares a Reference: Gagne, D. and M. Coppola. (2014). Disentangling language and education effects on False Belief understanding: Evidence From Homesigners, Signers, and Unschooled Spanish Speakers. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2246-2251). Austin, TX: Cognitive Science Society. https:// mindmodeling.org/cogsci2014/papers/391/paper391.pdf

Program Bibliography, 7

CODAustin
 June 25, 2016

Bios and Citations, Continued Jennifer Hensley, PhD has been a Nationally Certified ASL Interpreter for 14 years. She began teaching in the Interpreter Preparation Program at Phoenix College in 2008, and she took a hiatus to teach at the University of Georgia for a short stent in the College of Education. As she transitioned from interpreting to academia, Jennifer began to heavily engage in research of Deaf Early Childhood Education and has a Ph.D. from the University of Georgia in Educational Theory and Practice. In addition to teaching and interpreting, Jennifer has had the pleasure of serving on the Board of Directors of CODA International, Inc., volunteers with Arizona's LEAD-K, and most recently she is working as a Director of Deaf Programs at the Arizona Schools for the Deaf and the Blind, conducting research, outreach to the Deaf community, and liaising between parents/alumni/staff/students served by the agency. Jennifer Shares Some References: Hensley, J. S. (2015). " Some People Sign, Some People Speak": D/Deaf Kids Talk about Deaf Education (Doctoral dissertation, University of Georgia). Hensley, J. S. (2016). Blurred Boundaries and Borders of a Bicultural-Bilingual Interpreter as an Ethnographer. Journal of Interpretation (In press).

Jennifer Recommends: Davis, L. (2006). The disability studies reader. Taylor & Francis. McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324-348.

Program Bibliography, 8

CODAustin
 June 25, 2016

Bios and Citations, Continued Robert Hoffmeister is the former director of the Program in Deaf Studies and the Center for the Study of Communication and the Deaf at Boston University. In his 36 years as faculty in the Boston University School of Education, he co-founded the Programs in Deaf Studies in 1981, the first undergraduate program in Deaf Studies, which is a liberal arts examination of the DEAF-WORLD, the graduate program in Education of the Deaf, and the graduate specialization in ASL/Deaf Studies. He has taught in residential, self-contained, and mainstream programs and was an administrator of a large metropolitan program serving Deaf children. His most recent work is researching the relationship between ASL and its influence on Deaf children’s English reading skills and academic success. As part of his work, he designed and implemented the American Sign Language Assessment Instrument (ASLAI), a comprehensive age related measure of Deaf students knowledge of ASL. In understanding the relationship of ASL knowledge to academic success, he is involved in researching the ASL vocabulary in mathematics and science (ASL STEM) instruction to Deaf children and its impact on learning. He has published research, edited and contributed to special editions in journals, several monographs and co-authored a text with Harlan Lane and Ben Bahan entitled “A Journey into the DEAF-WORLD.” He has published over 100 book chapters, research articles, working papers and more than 100 national and international presentations.  Much of His research and publications are focused on the improvement of language skills in Deaf children. Robert Shares Some References: Lane, H., Hoffmeister, R. & Bahan, B. (1996). A Journey into the Deaf World. San Diego, CA: Dawn Sign Press.

Program Bibliography, 9

CODAustin
 June 25, 2016

Bios and Citations, Continued Hoffmeister, R. (2007) Language and the Deaf World: Difference not Disability.  In (ed) Brisk, M. & Mattai, P. Culturally Responsive Teacher Education:  Language, Curriculum & Community, Mahwah, NJ: Lawrence Erlbaum Associates. Hoffmeister, R. (2004) Including Deaf People as Part of the Learning Process in Families with Deaf Children.  In Clara, L. (ed.) Educating Deaf Children in Portugal, Lisbon, Portugal: Educational Press. Hoffmeister, R. (2004).  Forward to Miller, R. Deaf Hearing Boy, Washington, DC: Gallaudet University Press. Hoffmeister, Robert J.  (2000). A piece of the puzzle:  ASL and reading comprehension in Deaf Children. In Chamberlain, C., Morford, J., & Mayberry, R., (eds.)  Language Acquisition by Eye. Mahwah, NJ: Lawrence Erlbaum Associates. Conlin-Luippold, F. & Hoffmeister, R. (2013).  Learning to count spatially: The acquisition of plurality in ASL verbs of location.  In S. Baiz, N. Goldman, & R. Hawkes (Eds.). Proceedings of the 37th Annual Boston University Conference on Language Development,  Somerville, MA: Cascadilla Press. Hoffmeister, R. (1996). Cross Cultural Misinformation:  What Does Special Education Say about the Deaf?  Journal of Disability & Society,11,2, pp. 171-189. Robert’s Recommendations: Hoffmeister, R., and Caldwell-Harris, C. (2014). Acquiring English as a second language via print: The task for deaf children. Cognition 132, pp. 229–242

Hoffmeister, R. & Harvey, M. (1996). Is There a Psychology of the Hearing."  In Glickman, K. and Harvey, M.  (Eds.), Culturally Affirmative Psycotherapy with Deaf Persons.  Lawrence Erlbaum Associates,  Hillsdale, NJ.  pp. 73-98 Hoffmeister, R. (2008).  Border Crossings by Hearing Children of Deaf Parents..  In Bauman, D., (ed.) Open Your Eyes, Minneapolis, MN: University of Minnesota Press. Novogrodsky, R., Caldwell Harris, C., Fish, S. & Hoffmeister, R. (2015). The development of antonyms knowledge in American Sign Language (ASL) and its relationship to reading comprehension in English language learning. Language Learning (Received an award for outstanding article).

Program Bibliography, 10

CODAustin
 June 25, 2016

Bios and Citations, Continued Jeffrey Levi Palmer, PhD, NIC, Ed:K-12 recently completed his doctoral studies in linguistics at Gallaudet University. His research interests include bimodal bilingual language acquisition, heritage signers, ASL as a second sign language, and Chinese Sign Language. Currently he is extremely busy being a dad, running, writing, and working as a full-time freelance interpreter in Washington D.C. He looks forward to publishing an article based on his dissertation work on the acquisition of early word orders by bimodal bilinguals. 

Jeffrey’s Recommendations: Pizer, G., Walters, K., & Meier, R. P. (2012). “We communicated that way for a reason”: Language practices and language ideologies among hearing adults whose parents are deaf. Journal of deaf studies and deaf education, ens031. Kanto, L., Huttunen, K., & Laakso, M. L. (2013). Relationship between the linguistic environments and early bilingual language development of hearing children in Deaf-parented families. Journal of deaf studies and deaf education, 18(2), 242-260.

Program Bibliography, 11

CODAustin
 June 25, 2016

Bios and Citations, Continued Dr. Jennie Pyers is an Associate Professor of Psychology at Wellesley College. She received her undergraduate degree in Art History from Smith College, and her PhD in Psychology from the University of California, Berkeley.  Her research focuses on the relationship between language and cognition. In particular, she examines both language-general and language-specific effects on human cognition. To investigate which domains of cognition are impaired when language acquisition is delayed, she works with language-delayed deaf children and deaf adults who have learned an emerging sign language, Nicaraguan Sign Language. She also investigates how experience with a sign language affects spatial cognition and categorization. Her recent research interests also include language processing in Codas and the relationship between gesture and speech in non-signers. She serves as co-chair of the Millie Brother Scholarship for Hearing Children of Deaf Adults. Jennie Shares Some References: Pyers, J., Gollan, T., & Emmorey, K. (2009). Bimodal bilinguals reveal the source of tip of the tongue states.Cognition, 112, 323-329. Emmorey, K., Luk, G., Pyers, J., & Bialystok, E. (2008). The source of cognitive control in bilinguals: Evidence from bimodal bilinguals. Psychological Science, 19, 1201-1206. Pyers, J., & Emmorey, K. (2008). The face of bimodal bilingualism: Bilinguals produce ASL grammar while speaking English. Psychological Science, 19, 531-536. Jennie’s Recommendations: Emmory, K., Giezen, M. R., & Gollan, T. H. (2015). Psycholinguistic, cognitive, and neural implications of bimodal bilingualism. Bilingualism: Language and Cognition, 1-20. Kanto, L., Laakso, M. L., & Huttunen, K. (2015). Differentiation in language and gesture use during early bilingual development of hearing children of Deaf parents. Bilingualism: Language and Cognition, 18(04), 769-788. Bishop, M., & Hicks, S. (2005). Orange eyes: Bimodal bilingualism in hearing adult users of American Sign Language. Sign Language Studies, 5(2), 188-230. Corina, D. P. (2015). Neurolinguistic Studies of Sign Language Bilingualism. The Oxford Handbook of Deaf Studies in Language, 276.

Program Bibliography, 12

CODAustin
 June 25, 2016

Bios and Citations, Continued Ronice Müller de Quadros is graduated in Education (Universidade de Caxias do Sul), Master and PhD in Linguistics  (PUCRS), Visiting researcher in Linguistics (Harvard University (2015-2016), Gallaudet University and University of Connecticut (2009-2010)). She is Full Professor at Universidade Federal de Santa Catarina, in the Department of Brazilian Sign Language. Her research activities are related to Sign Language Studies, currently focusing primarily in sign language policies and bimodal bilingualism. She has written a number of research papers as well as books on Sign Language Acquisition, Sign Language Grammar, Sign Language Policies, Bilingualism, Deaf Education and Sign Language Interpretation. She is a researcher of the Brazilian National Research Council (CNPq). Consulter of Education Ministry from Brazilian Government in topics related to Deaf Bilingual Education and Brazilian Sign Language. Ronice Müller de Quadros currently coordinates two research projects – Heritage signers: bimodal bilingual structures and Corpus of Brazilian Sign Language – financed respectively by CNPQ and by the Institute of Heritage Immaterial Patrimonies of / Ministery of Culture. Ronice Shares Some References (Publications available at bibibi.uconn.edu): Chen Pichler, Deborah, Lee, James & Lillo-Martin, Diane. (2014). Language Development in ASL-English Bimodal Bilinguals. In David Quinto-Pozos (Ed.), Multilingual Aspects of Signed Language Communication and Disorder, 235-260. Bristol, UK: Multilingual Matters. Quadros, Ronice Müller de, Chen Pichler, Deborah, Lillo-Martin, Diane, Cruz, Carina Rebello, Kozak, Laura, Palmer, Jeffrey Levi, Lemos Pizzio, Aline & Reynolds, Wanette (2015). Methods in bimodal bilingualism research: Experimental studies. In Eleni Orfanidou, Bencie Woll & Gary Morgan (Eds.), The Blackwell Guide to Research Methods in Sign Language Studies, 250-280. Blackwell. Lillo-Martin, Diane, Quadros, Ronice Müller de, Chen Pichler, Deborah & Fieldsteel, Zoe (2014). Language choice in bimodal bilingual development. Frontiers in Psychology 5, 1163, Language Sciences Research Topic: Language by mouth and by hand.

Program Bibliography, 13

CODAustin
 June 25, 2016

Bios and Citations, Continued Wanette Reynolds is a PhD candidate in Linguistics at Gallaudet University. Her dissertation is on the development of referent cohesion in young bimodal bilinguals signed narratives. She compares the linguistic patterns of young Codas to their Deaf native-signing peers and heritage speakers of minority languages. The results show striking similarities between heritage speakers and Codas, suggesting that Codas are heritage signers. The results of her dissertation point to the importance of sign language maintenance in Coda childhood and beyond. Applications of this work may include the development of sign language programs for young Deaf and Coda heritage signers and sign language interpreting programs for heritage learners. Wanette is also an ASL interpreter and has published on various topics including register in ASL and bimodal bilingualism. Wanette’s Recommendations: Singleton, J. L., & Tittle, M. D. (2000). Deaf parents and their hearing children. Journal of Deaf studies and Deaf education, 5(3), 221-236. Chen Pichler, D., Hochensang,J, Lillo-Martin, D., Quadros, R. & Reynolds, W. (2016). Best practices for building a bimodal bilingual binational child corpus. Sign Language Studies,16(3).

Program Bibliography, 14

CODAustin
 June 25, 2016

Bios and Citations, Continued Dr. Jenny Singleton is a Professor and Associate Chairperson of the School of Psychology at Georgia Institute of Technology. She earned her doctorate in Developmental Psychology from University of Illinois in 1989 and has been involved in American Sign Language acquisition and educational research for over 30 years. Her current research uses both quantitative and qualitative methods to investigate how sign-exposed children develop eye-gaze control and how adults socialize their visual attention. Other research projects include Ethics in Research involving Deaf Participants, Sign Language Assessment, National K-12 Standards for American Sign Language, Atypical Sign Language Acquisition, Second language learning of ASL, and the language and cognitive experiences of hearing children of deaf parents. She has been affiliated with the NSF Science of Learning Center on Visual Language and Visual Learning (VL2) at Gallaudet University for over 10 years. Jennie Shares Some References: Singleton, J. (2009). Growing Up Hearing in a Deaf Family. In R. Schweder (Ed), in The Child: An Encyclopedic Companion. University of Chicago Press. Corina, D. & Singleton, J. (2009). Developmental Social Cognitive Neuroscience: Insights from Deafness. Child Development, 80 (4), 952-967. Singleton, J.L., Jones, G. & Hanumantha, S. (2014). Toward ethical research practice with Deaf participants. Journal of Empirical Research on Human Research Ethics, (July) 9, 59-66.

Program Bibliography, 15

CODAustin
 June 25, 2016

The Discussion Continues…

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