Pinky Extension and Eye Gaze: Language Use in Deaf Communities

Pinky Extension and Eye Gaze: Language Use in Deaf Communities

Pinky Extension and Eye Gaze: Language Use in Deaf Communities

Pinky Extension and Eye Gaze: Language Use in Deaf Communities

Synopsis

This volume's ten meticulously prepared chapters reflect the refinements of research in six major sociolinguistics areas. Rob Hoopes' work, "A Preliminary Examination of Pinky Extension: Suggestions Regarding Its Occurrence, Constraints, and Function", commences Part One: Variation with a sound explanation of this American Sign Language (ASL) phonological characteristic. Part Two: Languages in Contact includes findings by Jean Ann on contact between Taiwanese Sign Language and written Taiwanese.

Priscilla Shannon Gutierrez considers the relationship of educational policy with language and cognition in deaf children in Part Three: Language in Education, and in Part Four: Discourse Analysis, Melanie Metzger discusses eye gaze and pronominal reference in ASL. Part Five: Second-Language Learning presents the single chapter "An Acculturation Model for ASL Learners", by Mike Kemp. Sarah E. Burns defines Irish Sign Language as Ireland's second minority language after Gaelic, in Part Six: Language Attitudes, the final area of concentration in this rigorously researched volume. These studies and the others by the respected scholars featured in Pinky Extension and Eye Gaze make it an outstanding and eminently valuable addition to this series.

Excerpt

The title of volume 4 of the Sociolinguistics in Deaf Communities series focuses on an aspect of variation in sign languages—pinky extension—and an aspect of sign language discourse—eye gaze—in order to evoke the richness and uniqueness of language use in Deaf communities. Pinky Extension and Eye Gaze: Language Use in Deaf Communities is a collection of data-based studies that show the variety and range of sociolinguistic issues currently facing Deaf communities around the world. The topics of the studies range from variation in ASL and tactile (Deaf-Blind) signing to language contact outcomes in British Sign Language (BSL) and Taiwan Sign Language (TSL), and from language policy and language‐ teaching issues to sign language discourse and language attitudes. As always, it is my hope that the volumes in this series will enhance our understanding of the richness and complexity of sociolinguistics in Deaf communities.

I am grateful to the contributors of this volume and to the members of the editorial advisory board for their work in putting this book together. I also gratefully acknowledge Ivey Pittle Wallace (managing editor, Gallaudet University Press), Jenelle Walthour (editor, Gallaudet University Press), and Carol Hoke (copy editor, WriteOn!) for their support, hard work, and good humor.

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