Audism Free America: Outcomes of the Historic Meeting and Rally

flip said:
I think a institutation to help H/hearing people would be better. Poor hearies don't know sign language, are often monolingual and average reading is 6th grade. The board should be of deaf professors on hearing people ;)
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Exactly! That is what I was thinking. Since they want us to be like them, then it is okay if we take over their education and dumb them down. Go for sterilization since there are too many of them and they are burden to us. Invent ASL implant and implant many of them as possible. I know they won't like it when they heard of this but this is what they did to us. It seems that they ought to think first before set up a law that would affect us but as usual, they don't.

I wish there is someone back in 19th century when there are no hearing aids, who would insisted that the teachers talk without their voice to equalized the education for the deaf and hearing. If they expect the deaf kids to lipread then the hearing kids can do the same. So what if the hearing kids fall behind in education. Exactly my point on why the deaf kids should have ASL in their life once it was found out that they are deaf.

Why do they expect us to talk when it is not really within our ability to do so while there is nothing wrong with their hands and it is well within their ability to sign???? That is dichotomy!!!

Sometimes I think they are projecting themselves unto us. They think we are dumb, but look at the education/law they set up for us...that shows their lack of intellegence. That is their disablity! When I mean they, I mean those who don't know ASL and don't understand the deaf people, never those who do.
 
jasin said:
Shel, What's the difference between Audism and Oralism?
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Audism is the attitude against deafness that it is inferior and that hearing people know what's best for us.

Oralism is the banning of ASL to deaf children.
 
shel90 said:
Audism is the attitude against deafness that it is inferior and that hearing people know what's best for us.

Oralism is the banning of ASL to deaf children.
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Attitude against deafness is like what? Wanting to make us all hearing with bahas, Cis, and what not, or something else? Also what exactly is wrong with talking if a person still signs? Just curious .. not trying to created any conflict or disagree with your opinions.
 
I have another question that's somewhat related. Why are hearing people always trying to claim sign language can be their native language, always trying to tell us what is best for us -- like they are experts on deaf culture, and always trying to get us to talk and stuff like that? I would love to hear an opinion on this from another deaf as this question is related to deafs and could get a biased opinion from a hearing person. No disrespect to hearing intended.
 
jasin said:
Attitude against deafness is like what? Wanting to make us all hearing with bahas, Cis, and what not, or something else? Also what exactly is wrong with talking if a person still signs? Just curious .. not trying to created any conflict or disagree with your opinions.
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Attitudes that they are superior to us and that they know what's best for us by telling parents not to use sign language with their deaf children. In the workforce, keeping deaf people in low paying positions instead of giving them opportunities for promotions because of their view that deaf people cant do the job even though the deaf person has the qualifications and skills. Making fun of us, belittling us, and disrespecting us.
 
Originally Posted by November Gypsy
Obviously, I'm new to the deaf world...but I thought AG Bell was set in place to help D/deaf people? What happened?
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shel90 said:
That was the idea behind AGBell but at their terms not on deaf people's terms. That's where everything went wrong.

AGBell promoted the sterilzation of deaf people, the prevention of marriages between deaf people, and the ban of ASL.

Now, it is more geared towards of making deaf children function like hearing kids as much as they can so their views are very audist.
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Originally Posted by November Gypsy
*Winces* Oh. Sterilization of deaf people??? Seriously? How wrong is that? This isn't now is it? I'm sorry to hear that such a potentially postive thing turned so wrong. I guess I'll research it, to try and make some sense of it. Maybe you and I could start our own insituation to help the D/deaf....:hmm:
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November Gypsy, yes I thought the same as you as well until Shel90 provided the link about AG Bell at thread somewhere last or 2 years ago. I was shock because I thought all the time that Nazi was first who did with sterilization on deaf people but it´s not what I thought. Hitler copied AG Bell and do on disabled people including deaf people in Germany.

I learn to know AG Bell thru many threads and say no more... because I alway thought positive about him. I told my hubby. He was also shock, too.

Shel90, I would provide the link over AG Bell including links over sterilization to November Gypsy but I can´t remember which threads, you create because you create many threads... :lol:


*sigh to the article*


 
AGBell wasn't the only one in America. Have you seen some of the antique sex education books? It says that people who are deaf should not have kids. I think pretty much that alot of people in those days had that attitude.
 
flip said:
I think a institutation to help H/hearing people would be better. Poor hearies don't know sign language, are often monolingual and average reading is 6th grade. The board should be of deaf professors on hearing people ;)
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Why not? (smile)
 
Native languages are far more then just a language a person learns first. Native languages are also languages that are specific to a group of people and/or their culture eg. ASL and the DEaf.
 
shel90 said:
Attitudes that they are superior to us and that they know what's best for us by telling parents not to use sign language with their deaf children. In the workforce, keeping deaf people in low paying positions instead of giving them opportunities for promotions because of their view that deaf people cant do the job even though the deaf person has the qualifications and skills. Making fun of us, belittling us, and disrespecting us.
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This is very descriptive of some on here.
 
A first language (also mother tongue, native language, arterial language, or L1) is the language a human being learns from birth. A person's first language is a basis for sociolinguistic identity.

Sometimes the term native language is used to indicate a language that a person is as proficient in as a native inhabitant of that language's base country, or as proficient as the average person who speaks no other language but that language.

Bloomfield, Leonard. Language. ISBN 8120811968

The findings indicate that in Coda-only environments or forums, many grammatical structures of their native sign language appear using English as the vehicle for written and spoken expression. For spoken communication, this includes using English words that follow ASL grammatical structures. Some of those features are:
- a. an absence of overt subjects
- b. the absence of English determiners
- c. no copulas
- d. an absence of overt objects
- e. a lack of prepositions
- f. altering the verb inflections in a non-English like manner
Hearing, native signers: identity formation through code-blending of ASL and English

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.

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

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.
 
jillio said:
A first language (also mother tongue, native language, arterial language, or L1) is the language a human being learns from birth. A person's first language is a basis for sociolinguistic identity.

Sometimes the term native language is used to indicate a language that a person is as proficient in as a native inhabitant of that language's base country, or as proficient as the average person who speaks no other language but that language.

Bloomfield, Leonard. Language. ISBN 8120811968

The findings indicate that in Coda-only environments or forums, many grammatical structures of their native sign language appear using English as the vehicle for written and spoken expression. For spoken communication, this includes using English words that follow ASL grammatical structures. Some of those features are:
- a. an absence of overt subjects
- b. the absence of English determiners
- c. no copulas
- d. an absence of overt objects
- e. a lack of prepositions
- f. altering the verb inflections in a non-English like manner
Hearing, native signers: identity formation through code-blending of ASL and English

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.

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

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.
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ok
 
“As long as we have deaf people on earth, we will have signs…”
George Veditz, Preservation of Sign Language, 1913
 
A.G. Bell is still hailed in schools across America (mainstream schools that is) as this great hero that made many inventions that have become commodities. They don't teach the other side to A.G. Bell.

I think any history book that covers A.G. Bell should also cover the fact that he tried to eradicate deafness through eugenics. Though he wasn't as awful as Hitler, the idea was still the same - isolate and eradicate.
 
jillio said:
A first language (also mother tongue, native language, arterial language, or L1) is the language a human being learns from birth. A person's first language is a basis for sociolinguistic identity.

Sometimes the term native language is used to indicate a language that a person is as proficient in as a native inhabitant of that language's base country, or as proficient as the average person who speaks no other language but that language.

Bloomfield, Leonard. Language. ISBN 8120811968

The findings indicate that in Coda-only environments or forums, many grammatical structures of their native sign language appear using English as the vehicle for written and spoken expression. For spoken communication, this includes using English words that follow ASL grammatical structures. Some of those features are:
- a. an absence of overt subjects
- b. the absence of English determiners
- c. no copulas
- d. an absence of overt objects
- e. a lack of prepositions
- f. altering the verb inflections in a non-English like manner
Hearing, native signers: identity formation through code-blending of ASL and English

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.

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

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.
Click to expand...


I wonder how well CODA in France do? English is hard enough, but if we lived in a french surrounding, would it be easier for CODA to shift back and forth? (Signing to spoken?) IF it is easier for them, I feel like moving to France LOL or Canada. Where English language is not required.
 
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