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16:4 Monday, April 28, 2014

Explore a Century and a Half at Gallaudet University

A Colorful New Book Chronicles the History of the First and Only Independent Institution of Higher Learning for Deaf and Hard of Hearing Students

On, Tuesday, April 8, 2014, Gallaudet University celebrated its 150-year existence as the sole institution of higher education in the world designed to meet the specific needs of deaf students. It was 150 years ago that President Abraham Lincoln signed the federal legislation, passed unanimously by the United States Congress, authorizing the Columbia Institution for the Instruction of the Deaf and Dumb (later, Gallaudet University) to grant collegiate degrees. As a result, deaf people gained access to higher education for the first time in history, in an environment free of communication barriers.

The History of Gallaudet University: 150 Years of a Deaf American Institution “focuses on the history of the unique collegiate program that was established in 1864” notes author David F. Armstrong. “It chronicles Gallaudet’s growth from a tiny college of less than twenty students into a modern comprehensive American university. Along the way, it discusses the university’s achievements as well as its failures, the development of American Sign Language (ASL) as a language of scholarship at Gallaudet during a time when its use in educational institutions was largely discouraged or prohibited, and the struggle by deaf people to gain control of the governance of their university.”

Read more about the rich history of Gallaudet University in an excerpt from chapter one, “Establishing a College for the Deaf, 1864–1910.” Pre-order a copy today for its June 15th arrival and receive a savings of 20% off the regular price. Reserve online or by mail, and be sure to use your pre-publication discount code of “APR2014” located next to the checkout button.


In Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development, the third volume in the Deaf Education series, authors Peter V. Paul, Ye Wang, and Cheri Williams set about to describe the theoretical underpinnings of research based on the qualitative similarity hypothesis (QSH). “This book details the constructs of the qualitative similarity hypothesis (such as discipline structure and critical or optimal time periods of development),” highlights Reference & Research Book News in a recent review, “how it is related to the development of English, and applications to deaf and hard of hearing students, then describes how these students learn to read and write English in a way that is qualitatively similar to that of typically developing monolingual English-speaking students, but at a slower rate.” For more insight into this new study, read chapter one and order your copy by mail or online.


Reference & Research Book News also took notice of Evolving Paradigms in Interpreter Education, edited by Elizabeth A. Winston and Christine Monikowski: “In an effort to bridge the widening gap between research and practice, researchers and educators of language, interpretation, and translation explore how research findings can be used to improve teaching interpretation. They cover the academic’s dilemma: a balanced and integrated career, an applied linguistics approach to researching medical interpreting, the impact of linguistic theory on interpretation research methodology, the evolution of theory and of role: how interpreting theory shapes interpreter role, and infusing evidence into interpreting education. Others in the field comment on each essay.” Learn more about the seventh volume in the Interpreter Education series by reading chapter one, “The Academic’s Dilemma: A Balanced and Integrated Career.” Order Evolving Paradigms in Interpreter Education online or by mail.


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