Keywords
CODA
identity
heritage language
sign language
identity
heritage language
sign language
Abstract
The acquisition of a heritage sign language implies important psychological, educational and political challenges. In the same way that migrant families choose to use the majority language with their children to allow their assimilation into the majority culture, deaf families may choose to use oral language to communicate with their hearing children. The belief that language is constructed only in the oral mode and that sign language prevents to speak orally is reproduced in both hearing families with deaf children and in deaf families with hearing children. Situated knowledge (Haraway, 1988), which means knowledge that is subjective and directly related to its context, can question the scientific knowledge and the ideology as the only legitimate knowledge. CODA (Children Of Deaf Adults) embody in their experience the tension between the mechanisms of hierarchization of society on bodies, languages and cultures and the processes of resistance and self-determination to challenge them. This work intends to recognize the subject "heritage signer" and to demonstrate the complex and diverse reality of children of deaf parents and to redefine the CODA identity. This journey reveals the necessary process of identification of heritage signers with their mother tongue.
References
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Bishop M. y Hicks S. (2005). “Orange eyes: Bimodal bilingualism in hearing adults from deaf families”. Sign Language Studies, 5(2): 188-230.
Bloon, E. y Polinsky, M. (2015). “Del silencio a la palabra: el empoderamiento de los hablantes de lenguas de herencia en el siglo XXI”. Informes del Observatorio / Observatorio Reports.
Bourdieu, P. (2000). La dominación masculina. Barcelona: Anagrama.
Bourricaud, F. (1952). “Sur la prédominance de l´analyse microsociologique dans la sociologie américaine contemporaine”. En Cahiers internationaux en sociologie, XIII.
Bucholtz, S. (2003). Sociolinguistic nostalgia and the authentication of identity. Santa Bárbara: University of California.
Butler, J. (2006). Deshacer el género. Barcelona: Espasa Libros.
Butler, J. (1997). Excitable speech: a politics of the performative. New York: Routledge.
Compton, S. (2014). American Sign Language as a Heritage Language. En T. G. Wiley et al. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice. New York: Routledge and Center for Applied Linguistics.
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Foucault, M. (1969). La arqueología del saber. Madrid; México; Bogotá; Buenos Aires: Siglo XXI.
Goffman, E. (1967). Interaction Ritual: Essays on Face-to-Face Behavior. News Brunswick; London: Anchor Books.
Goldin-Meadow, S. y Mylander, C. (1990). “Beyond the input given: The child´s role in the acquisition of language”. Journal of Linguistic Society of America, 66: 323-355.
Haraway, D. (1988). “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective”. Feminist Studies, 14(3): 575–599.
Haraway, D. (1985). Un Manifiesto Cyborg: Ciencia, Tecnología, y Socialismo-Feminista en el Siglo Veinte Tardío. Letra sudaca.
Harvey, M. A. (1989). Psychoterapy with deaf and hard-of hearing persons: A systematic model. Hillsade, NJ: Lawrence Erlbaum.
Hoffmeister, R. (2008). Open Your Eyes: Border Crossings by Hearing Children of Deaf Parents: The Lost History of Codas. Minnesota: University of Minnesota.
Irvine J. T. (1989). “When talk isn’t cheap: Language and political economy”. American Ethnologist, 16: 248-267.
Isakson, S. K. (2016). Heritage signers: language profile questionnaire. Western Oregon University.
Kroskrity, P. V. (2004). “Language ideologies”. En A. Duranti (ed.), A companion to linguistic anthropology (pp. 496–517). Malden, MA: Blackwell.
Kusters, A. y De Meulder. M. (2013). “Understanding Deafhood: In Search of Its Meanings”. American Annals of the Deaf, 5(157): 428-438.
Labov, W. (1972). Sociolinguistic Patterns. Philadelphia: University of Pennsylvania.
Ladd, P. (2003). Understanding Deaf culture: In search of Deafhood. Multilingual Matters.
Ladd, P. (1993). “Deaf consciousness: How Deaf cultural studies can improve the quality of Deaf life”. En J. Mann (ed.), Deaf Studies LU: Bridging cultures in the twenty-first century (pp. 199-223). Washington, DC: Gallaudet University.
Lane H., Hoffmeister, R. y Bahan, B. (1996). A journey into the Deaf–World. San Diego, CA: Dawn Sign Press.
Malinowski, B. (1922). Argonauts of the western Pacific. London: Routledge and Sons.
Mauss, M. (1966). Les techniques du corps, en Sociologie et Anthropologie. Paris: PUF (primera edición 1950).
Moroe, N.F y De Andrade, V. (2018). “Hearing children of Deaf parents: Gender and birth order in the delegation of the interpreter role in culturally Deaf families”. African Journal of Disability, 7(0): a365.
Mottez, B. (2006). Les Sourds existent-ils?. L'Harmattan.
Napier, J. (2002). “The D/deaf-H/hearing Debate”. Sign Language Studies, 2(2): 141-149.
Pearson, B. (2007). “Social factors in childhood bilinguism in the United States”. Apllied Psycholinguistics, 18: 41-58.
Pichler, D. C., Lillo-Martin, D. y Levi, J. (2018). “A Short Introduction to Heritage Signers”. Sign Language Studies, 18(3): 309-327.
Pizer, G. et al. (2013). “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, 18(1): 77-92.
Platero, R. L. (2012). Intersecciones: cuerpos y sexualidades en la encrucijada. Barcelona: Bellaterra.
Polinsky, M. (2018). “Sign Languages in the Context of Heritage Language: A New Direction in Language Research”. Sign Language Studies, 18(3): 412-428.
Preciado, P. B. (2008). Testo Junkie: sexe, drogue et biopolitique. Paris: Grasset.
Preston, P. (1994). Mother father deaf: Living between sound and silence. Cambridge, MA: Harvard University Press.
Quadros, R. M. (2018). “Bimodal Bilingual Heritage Signers: A Balancing Act of Languages and Modalities”. Sign Language Studies, 18(3): 355-384.
Quadros, R. M. (2018). “Young Bimodal Bilingual Development of Referent Tracking in Signed Narratives: Further Justification of Heritage Signer Status”. Sign Language Studies, 18(3): 328-354.
Quadros, R. M. y Lillo-Martin, D. (2018). “Brazilian Bimodal Bilinguals as Heritage Signers”. Languages, 3(32).
Reynolds, W. (2016). Early bimodal bilingual development of ASL narrative referent cohesion: Using a heritage language framework. Washington: Gallaudet University.
Reynolds, W. et al. (2015). “Heritage Signers: Bimodal bilingual children from Deaf families”. En Generative Approaches to Language Acquisition Conference. Nantes: University of Nantes.
Reynolds, W. y Palmer, J. L. (2013). “Codas as heritage signers”. Paper presented at the 29th Biannual Conference of CODA International, CODAZONA, Tempe.
Rich, A. (1980). “Compulsory Heterosexuality and Lesbian Existence”. Signs: Journal of Women in Culture and Society, 5(4): 631–660.
Rienzi, B. (1990). “Influences and Adaptability in Families with Deaf Parents and Hearing Children”. American Annals of the Deaf, 135: 402-408.
Singleton J. L. (1989). Restructuring of language from impoverished input: Evidence for linguistic compensation, Doctoral dissertation. University of Illinois at Urbana-Champaign.
Singleton J. L y Tittle, M. D. (2000). Deafness in families: a multicultural perspective, Manuscript in progress. University of Illinois at Urbana-Champaign.
Spivak, G. C. (1998). “¿Puede hablar el sujeto subalterno?”. Orbis Tertius, 3(6): 175-235.
Tuominen, A. K. (1999). “Who decides the home language? A look at multilingual families”. International Journal of the Sociology of Language, 140: 59–76.
Valdés, G. (2000). “The teaching of heritage languages: an introduction for Slavicteaching professionals”. En O. Kagan y B. Rifkin (eds.), The learning and teaching of Slavic languages and cultures, 375–403. Slavica Pub.
Withers, A. J. (2012). Disability Politics and Theory. Fernwood.
Barry, A. K. (2007). Linguistic Perspectives on Language and Education. Broché.
Batterbury, S. C. E., Ladd, P. y Gulliver, M. S. (2007). “Sign Language Peoples as indigenous minorities: implications for research and policy”. Environment and Planning A, 39(12): 2899-2915.
Bishop M. y Hicks S. (2005). “Orange eyes: Bimodal bilingualism in hearing adults from deaf families”. Sign Language Studies, 5(2): 188-230.
Bloon, E. y Polinsky, M. (2015). “Del silencio a la palabra: el empoderamiento de los hablantes de lenguas de herencia en el siglo XXI”. Informes del Observatorio / Observatorio Reports.
Bourdieu, P. (2000). La dominación masculina. Barcelona: Anagrama.
Bourricaud, F. (1952). “Sur la prédominance de l´analyse microsociologique dans la sociologie américaine contemporaine”. En Cahiers internationaux en sociologie, XIII.
Bucholtz, S. (2003). Sociolinguistic nostalgia and the authentication of identity. Santa Bárbara: University of California.
Butler, J. (2006). Deshacer el género. Barcelona: Espasa Libros.
Butler, J. (1997). Excitable speech: a politics of the performative. New York: Routledge.
Compton, S. (2014). American Sign Language as a Heritage Language. En T. G. Wiley et al. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice. New York: Routledge and Center for Applied Linguistics.
Ferguson, C. A. (1959). “Diglossia”. Word, 15: 325-340.
Filer, D. y Filer, C. (2000). “Practical Considerations For Counselors Working With Hearing Children of Deaf Parents”. Journal of Counseling and Development, 78(1).
Fishman, J.A, (2001). “300-plus years of heritage language education in the Unites States”. En J. K. Peyton, D. A. Ranard y S. McGinnis (eds.), Heritage Languages in America: preserving a national resource (pp. 81-97). Washington DC: Center for Applied Linguistics / Delta Systems.
Foucault, M. (1969). La arqueología del saber. Madrid; México; Bogotá; Buenos Aires: Siglo XXI.
Goffman, E. (1967). Interaction Ritual: Essays on Face-to-Face Behavior. News Brunswick; London: Anchor Books.
Goldin-Meadow, S. y Mylander, C. (1990). “Beyond the input given: The child´s role in the acquisition of language”. Journal of Linguistic Society of America, 66: 323-355.
Haraway, D. (1988). “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective”. Feminist Studies, 14(3): 575–599.
Haraway, D. (1985). Un Manifiesto Cyborg: Ciencia, Tecnología, y Socialismo-Feminista en el Siglo Veinte Tardío. Letra sudaca.
Harvey, M. A. (1989). Psychoterapy with deaf and hard-of hearing persons: A systematic model. Hillsade, NJ: Lawrence Erlbaum.
Hoffmeister, R. (2008). Open Your Eyes: Border Crossings by Hearing Children of Deaf Parents: The Lost History of Codas. Minnesota: University of Minnesota.
Irvine J. T. (1989). “When talk isn’t cheap: Language and political economy”. American Ethnologist, 16: 248-267.
Isakson, S. K. (2016). Heritage signers: language profile questionnaire. Western Oregon University.
Kroskrity, P. V. (2004). “Language ideologies”. En A. Duranti (ed.), A companion to linguistic anthropology (pp. 496–517). Malden, MA: Blackwell.
Kusters, A. y De Meulder. M. (2013). “Understanding Deafhood: In Search of Its Meanings”. American Annals of the Deaf, 5(157): 428-438.
Labov, W. (1972). Sociolinguistic Patterns. Philadelphia: University of Pennsylvania.
Ladd, P. (2003). Understanding Deaf culture: In search of Deafhood. Multilingual Matters.
Ladd, P. (1993). “Deaf consciousness: How Deaf cultural studies can improve the quality of Deaf life”. En J. Mann (ed.), Deaf Studies LU: Bridging cultures in the twenty-first century (pp. 199-223). Washington, DC: Gallaudet University.
Lane H., Hoffmeister, R. y Bahan, B. (1996). A journey into the Deaf–World. San Diego, CA: Dawn Sign Press.
Malinowski, B. (1922). Argonauts of the western Pacific. London: Routledge and Sons.
Mauss, M. (1966). Les techniques du corps, en Sociologie et Anthropologie. Paris: PUF (primera edición 1950).
Moroe, N.F y De Andrade, V. (2018). “Hearing children of Deaf parents: Gender and birth order in the delegation of the interpreter role in culturally Deaf families”. African Journal of Disability, 7(0): a365.
Mottez, B. (2006). Les Sourds existent-ils?. L'Harmattan.
Napier, J. (2002). “The D/deaf-H/hearing Debate”. Sign Language Studies, 2(2): 141-149.
Pearson, B. (2007). “Social factors in childhood bilinguism in the United States”. Apllied Psycholinguistics, 18: 41-58.
Pichler, D. C., Lillo-Martin, D. y Levi, J. (2018). “A Short Introduction to Heritage Signers”. Sign Language Studies, 18(3): 309-327.
Pizer, G. et al. (2013). “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, 18(1): 77-92.
Platero, R. L. (2012). Intersecciones: cuerpos y sexualidades en la encrucijada. Barcelona: Bellaterra.
Polinsky, M. (2018). “Sign Languages in the Context of Heritage Language: A New Direction in Language Research”. Sign Language Studies, 18(3): 412-428.
Preciado, P. B. (2008). Testo Junkie: sexe, drogue et biopolitique. Paris: Grasset.
Preston, P. (1994). Mother father deaf: Living between sound and silence. Cambridge, MA: Harvard University Press.
Quadros, R. M. (2018). “Bimodal Bilingual Heritage Signers: A Balancing Act of Languages and Modalities”. Sign Language Studies, 18(3): 355-384.
Quadros, R. M. (2018). “Young Bimodal Bilingual Development of Referent Tracking in Signed Narratives: Further Justification of Heritage Signer Status”. Sign Language Studies, 18(3): 328-354.
Quadros, R. M. y Lillo-Martin, D. (2018). “Brazilian Bimodal Bilinguals as Heritage Signers”. Languages, 3(32).
Reynolds, W. (2016). Early bimodal bilingual development of ASL narrative referent cohesion: Using a heritage language framework. Washington: Gallaudet University.
Reynolds, W. et al. (2015). “Heritage Signers: Bimodal bilingual children from Deaf families”. En Generative Approaches to Language Acquisition Conference. Nantes: University of Nantes.
Reynolds, W. y Palmer, J. L. (2013). “Codas as heritage signers”. Paper presented at the 29th Biannual Conference of CODA International, CODAZONA, Tempe.
Rich, A. (1980). “Compulsory Heterosexuality and Lesbian Existence”. Signs: Journal of Women in Culture and Society, 5(4): 631–660.
Rienzi, B. (1990). “Influences and Adaptability in Families with Deaf Parents and Hearing Children”. American Annals of the Deaf, 135: 402-408.
Singleton J. L. (1989). Restructuring of language from impoverished input: Evidence for linguistic compensation, Doctoral dissertation. University of Illinois at Urbana-Champaign.
Singleton J. L y Tittle, M. D. (2000). Deafness in families: a multicultural perspective, Manuscript in progress. University of Illinois at Urbana-Champaign.
Spivak, G. C. (1998). “¿Puede hablar el sujeto subalterno?”. Orbis Tertius, 3(6): 175-235.
Tuominen, A. K. (1999). “Who decides the home language? A look at multilingual families”. International Journal of the Sociology of Language, 140: 59–76.
Valdés, G. (2000). “The teaching of heritage languages: an introduction for Slavicteaching professionals”. En O. Kagan y B. Rifkin (eds.), The learning and teaching of Slavic languages and cultures, 375–403. Slavica Pub.
Withers, A. J. (2012). Disability Politics and Theory. Fernwood.