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dc.contributor.advisorEwbank, Henryen_US
dc.contributor.authorHayes, Jon Laurence
dc.creatorHayes, Jon Laurenceen_US
dc.date.accessioned2011-10-31T17:27:16Zen
dc.date.available2011-10-31T17:27:16Zen
dc.date.issued1990en_US
dc.identifier.urihttp://hdl.handle.net/10150/185086en
dc.description.abstractThe purpose of this dissertation was three-fold. The first intent was to investigate the historical role of English and American Sign Language (ASL) in the communication, education and culture of deaf/Deaf people in America. The second purpose was to investigate sociolinguistical and physiological properties of American Sign Language in light of language learning among the deaf. And the third objective was to research bilingual education methodologies in order to interface knowledge and practices from bilingual education, communication and ASL research to the field of post-secondary education of the deaf within the framework of bilingual education. Evidence demonstrates that the history of language policies and educational practices for the deaf are strongly influenced by the majority language of English. A primary goal of education of the deaf has been the assimilation of deaf people into the hearing society. An avenue for this integration has traditionally involved the exclusion of ASL from the classroom and the mandate of Signed English systems and/or aural/oral communication. The incorporation of a cross-disciplinary blend of communication, bilingual education and ASL sociolinguistic aspects form the foundation for further investigation. This dissertation should serve as an impetus and reference point for others wishing to advance the education of the deaf, utilizing a bilingual approach.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectDeaf -- Means of communicationen_US
dc.subjectAnthropology, Culturalen_US
dc.subjectEducation, Specialen_US
dc.subjectSign language.en_US
dc.titleA historical perspective and descriptive approach for American Sign Language and English bilingual studies in the community college setting.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc704412489en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberSalomon, Gavrielen_US
dc.contributor.committeememberSales, Amosen_US
dc.contributor.committeememberEldredge, Nancyen_US
dc.identifier.proquest9028159en_US
thesis.degree.disciplineCommunicationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-08-19T04:38:04Z
html.description.abstractThe purpose of this dissertation was three-fold. The first intent was to investigate the historical role of English and American Sign Language (ASL) in the communication, education and culture of deaf/Deaf people in America. The second purpose was to investigate sociolinguistical and physiological properties of American Sign Language in light of language learning among the deaf. And the third objective was to research bilingual education methodologies in order to interface knowledge and practices from bilingual education, communication and ASL research to the field of post-secondary education of the deaf within the framework of bilingual education. Evidence demonstrates that the history of language policies and educational practices for the deaf are strongly influenced by the majority language of English. A primary goal of education of the deaf has been the assimilation of deaf people into the hearing society. An avenue for this integration has traditionally involved the exclusion of ASL from the classroom and the mandate of Signed English systems and/or aural/oral communication. The incorporation of a cross-disciplinary blend of communication, bilingual education and ASL sociolinguistic aspects form the foundation for further investigation. This dissertation should serve as an impetus and reference point for others wishing to advance the education of the deaf, utilizing a bilingual approach.


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