|View Our Catalog||Hearing, Mother Father
The 14th Volume in the Sociolinguistics in Deaf Communities Series
Susan (Sue) Adams (doctoral candidate, University of Northumbria in Newcastle) is Chief Officer of North Tyneside Disability Forum, working to raise awareness of the needs of all people without hearing, whatever their culture, identity, and ethnicity. Sue’s PhD research at University of Northumbria in Newcastle explores hearing children of Deaf adults: Codas. Sue’s work with Deaf advocacy has included accredited training courses presented in BSL by a Deaf presenter, a three-year Deaf-led sociolinguistic project across the Northern Region (UK) culminating in a DVD Our Lives and Signs in Northern England. Sue has CACDP BSL 1 AND 2 and a NCFE Intermediate Certificate and Bridging level 3 from Newcastle College. She is presently involved in a Deaf-roots heritage project supporting young Deaf people to research their history regarding lifestyle, social situation, and language during the years 1947 to 1997.
Jean F. Andrews (PhD in Speech and Hearing Sciences from the University of Illinois, Champaign-Urbana, 1983) is Coordinator of graduate programs in Deaf Education at Lamar University. Her specializations are in the field of psycholinguistics, language, and literacy. She has coauthored two textbooks related to psychology and Deaf people and has written journal articles in the areas of psycholinguistics, language, and literacy issues with deaf children and adults. She also has published articles and obtained grant funding in the area of affirmative action for deaf and minority graduate students in higher education. She is president of the Governing Board at the Texas School for the Deaf.
Oya Ataman (MA in American Literature, Ludwig Maximilians Universität, Munich, 2002) was born to Turkish Deaf parents in Ankara who brought her to Germany when she was five years old. She is a sign language interpreter in Munich, Germany. Her fields of interest are Deaf, Coda, and other ethnic life writing, Native American literature, and cultural translation. She is currently working on her PhD in contemporary American poetry (Kennedy Institut, Freie Universität Berlin).
Anne E. Baker (PhD in Linguistics, University of York, UK, 1975) is a professor of linguistics at the Universiteit van Amsterdam, The Netherlands. Her specializations are in the field of psycholinguistics and language pathology on the one hand and sign linguistics on the other. In particular she has published on the first language acquisition of all types of languages, spoken and signed, and on developmental problems in language. With the development of signed languages, her work has shed light on the complexity of combinations of modalities. She is president of the Sign Language Linguistics Association.
Michele Bishop (MA/PhD in Linguistics, Gallaudet University, Washington, DC 2006) is an Adjunct Professor of linguistics at the Santa Rosa Junior College, Santa Rosa, California. Her research focuses on bimodal bilingualism in hearing people from Deaf families, with extended data from the same population in other countries. She is a guest co-editor of this volume and the author of several articles about the linguistic and cultural lives of hearing people from deaf families. Her current work deals with bimodal discourse and analysis of code-blending in Codas from outside the United States.
Karen Emmorey (PhD, University of California, Los Angeles, 1987) is a Professor at San Diego State University and the Director of the Laboratory for Language and Cognitive Neuroscience. Dr. Emmorey is the author of four books and more than 50 journal articles. She also currently holds several research grants from the National Institutes of Health and the National Science Foundation. Dr. Emmorey is also an Associate Editor for the Journal of Deaf Studies and Deaf Education, and she has been on the editorial board of Sign Language Studies, Sign Language & Linguistics, and the Journal of Memory and Language.
Tamar H. Gollan (PhD in Clinical Neuropsychology and Cognitive Psychology, University of Arizona, 1998) is Assistant Professor of Psychiatry at the University of California, San Diego. Her work investigates the consequences of bilingualism and aging for fluent and failed language production, how neuropsychological and cognitive assessments should be catered to consider bilingualism, and how bilingual effects on task performance can inform theoretical models of language production and cognitive control. Her work has appeared in numerous scientific journals including Journal of Experimental Psychology: General, Neuropsychology, Bilingualism: Language and Cognition, the Journal of the International Neuropsychological Society, and the Journal of Experimental Psychology: Learning, Memory, & Cognition.
Sherry L. Hicks (MFA in Writing, New College, California, 2001), Sherry is Chair and tenured Faculty of the American Sign Language/ Interpreter Education Program at Santa Rosa Junior College, Santa Rosa, CA. She is the founder of the newly developed Interpreter Education Program that focuses on training deaf, hearing, and Coda interpreters. She is also co-author with Michele Bishop of several publications exploring the relationship between bimodal bilingualism and identity formation in hearing, native signers of American Sign Language. Her research interests are global and include international Coda data in addition to her work with Codas in the United States. Sherry’s parents and sister are all Deaf, making her the only hearing person in her family. She has written and performed several theater pieces about Coda life.
Mara Lúcia Masutti (PhD in Literature Theory, University Federal of Santa Catarina, Brazil, 2007 ) works at the Center of Technological Education, Florianopolis, SC Brazil (CEFET) and is a member of the Department of Research and Learning in Education of the Deaf (NEPESCEFET-SC). Her research interests focus on the field of cultural translation since 1992.
Susan M. Mather (PhD in Linguistics, Georgetown University, Washington, DC, 1991) is a Professor of Linguistics at Gallaudet University. Among the special people in Dr. Mather’s life are Codas in her family and social circle as well as in her professional life. Her interest in Coda culture began when she was a child at the American School for the Deaf where she met hearing children of her deaf teachers. What fascinated her about them is that, despite being hearing, they signed so fluently and acted as if they were born deaf. Her paper is an outgrowth of The STORIES Project collaborated with the Lt. Joseph P. Kennedy Institute.
Jemina Napier (PhD in Linguistics, Macquarie University, Sydney, Australia, 2001) is hearing, has Deaf parents, and hails from a British family with four generations of deafness where being hearing was more unusual than typical. She has an MA in BSL/English Interpreting from Durham University. Jemina has practiced as a sign language interpreter since 1988, and works as a BSL, Auslan or International Sign interpreter. She is currently the President of the National Australian Sign Language Interpreters Association (ASLIA). She is a Senior Lecturer at Macquarie University, where she established the Auslan/ English Interpreting program in the Department of Linguistics, and now manages the suite of translation and interpreting programs in six different languages. Her professional research interests are in sign language interpreting, translation and interpreting pedagogy and discourse analysis. She has published two books, and many book chapters and journal articles on these areas.
Ronice Müller de Quadros (PhD in Linguistics, Pontifícia Universidade Católica do Rio Grande do Sul, 1999) is Associate Professor of Linguistics in the Department of Languages in the Universidade Federal de Santa Catarina, Florianópolis, SC, Brazil. She is the Coordinator of the first Brazilian Sign Language Program established in nine states of her country. Her research examines the acquisition of Brazilian Sign Language among different groups and different sign languages, with a focus on American Sign Language acquisition. She has also studied deaf education and bilingual education. Her publications include four books related to sign language acquisition, deaf education, sign language and linguistics and sign language interpreters. She has also published several papers in journals and chapters of books related to her field.
Paul Preston (PhD, University of California, Berkeley and San Francisco, 1992) grew up in rural Illinois as the only child of deaf parents. Both of his parents attended residential schools for the deaf (his mom Fran at Ephpheta School in Chicago, and his dad Mike at St. Rita School for the Deaf in Cincinnati). He is the Principal Investigator and Director of the National Resource Center for Parents with Disabilities, headquartered in Berkeley, California. This national center is funded by the U.S. Department of Education and is responsible for providing information, consultation, and training regarding almost 9 million parents in the U.S. who are deaf or disabled. Dr. Preston has conducted national and international research on deaf families and families with disabilities. Much of his research draws from his own family experiences as the son of deaf parents. His national study of adult hearing children of deaf parents—Mother Father Deaf: Living Between Sound and Silence—was published by Harvard University Press in 1994. In addition to his research and numerous publications, Dr. Preston has worked as a teacher, counselor, and program director of several educational and vocational programs in Arizona, California, and Ohio.
Jennie E. Pyers (PhD, Psychology, University of California, Berkeley, 2004) is an Associate Professor of Psychology at Wellesley College in Wellesley, MA. Her experiences growing up in a large Deaf community as a child of deaf adults has shaped her research interests. A developmental psychologist by training, she has looked at the relationship between language and cognitive development in deaf children. In addition, she has been examining issues of language control and language production in adults natively bilingual in American Sign Language and English. Her work has appeared in Cognitive Development, Language Sciences, Sign Language Linguistics, and several edited volumes.
Robin L. Thompson (PhD, Linguistics and Cognitive Science, University of California, San Diego, 2006) is a Research Fellow in Psychology at University College London working at the Deafness Cognition and Language Research Centre (DCAL). Her current work investigates whether form-based properties of signed languages (e.g., modality, iconicity) have processing consequences for both first and second language learners as well as how language fits in with the rest of human cognition.
Beppie van den Bogaerde (PhD, General Linguistics/Sign Linguistics, University of Amsterdam) has recently been appointed Chair of Deaf Studies at the Institute of Sign Language and Deaf Studies at the Faculty of Education of Hogeschool, Utrecht in the Netherlands. Her main research focuses on sign language acquisition in deaf and hearing children and in sign language as a second language by adult learners. She is also interested in the didactics of sign language teaching and the teaching of sign language interpreting. By chance, she came into contact with deaf Saramaccans in the rain forests of Surinam, whose home sign language she is currently analyzing. Recent research is on the subject of code-blending in the input of deaf mothers and in the output of deaf and hearing children and on language assessment of young deaf children. Her work has appeared in edited volumes, Deaf Worlds, Sign Language Linguistics, and Dutch journals.
Andrea Wilhelm (MA in Linguistics, University of Cologne, 2002; Wissenschaftliche Dokumentarin/Information Specialist, University of Applied Sciences in Potsdam, 2004) grew up as the third of five hearing siblings with Deaf parents. The chapter “Sociolinguistic Aspects of the Communication Between Hearing Children and Deaf Parents” in this volume is an abridged, revised, and translated version of her master thesis. As a media librarian, radio author and producer, she has worked in various broadcasting corporations in Germany as well as in Vancouver, BC, Canada. Promoting unheard people/communities and their untold stories is her main motivation.
Sherry L. Hicks is Co-chair of the American Sign Language /Interpreter Education Program at Santa Rosa Junior College, Santa Rosa, CA.
ISBN 1-56368-397-0, 978-1-56368-397-8, 6 x 9 casebound, 340 pages, tables, figures, photographs, references, index
To order by mail, print our Order Form or call:
TEL 1-800-621-2736; (773) 568-1550 8 am - 5 pm CST