Elective course:Sign language and the Deaf Community 3200-M1-PF-MIG
The subject introduces the world of sign language and its Deaf users with special focus on Polish Sign Language and the community of Deaf Poles. Sign language will be discussed as natural, that is exhibiting all the features observed in natural languages from a linguistic, psycholinguistic and sociolinguistic point of view. In particular, students will learn about the role of sign language in phylo- and ontogenesis as well as in the development of the Deaf community. Myths related to sign language with reference to other forms of visual-spatial communication, will be discussed. Some attention will also be devoted to sign language interpreting and teaching sign language to hearing children. The linguistic part of the subject will be complemented with information related to the Deaf community, such as deafness, which will be discussed from both medical and cultural perspectives, audiological, functional and communicative diversity, Deaf history and culture, including prejudice and discrimination towards the Deaf as a social group.
Forms of work:
If classroom learning is impossible, the workshop will be conducted with the help of distance communication tools, most probably Google Meet and others recommended by the University.
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
KNOWLEDGE:
The student:
- has a basic knowledge of deafness as a phenomenon determining specific communication, functional and socio-cultural needs and resulting in prejudice and discrimination;
- has a broadened knowledge about sign language, including its complexity and historical evolution as well as its role in social and intercultural communication;
- has the knowledge about the socio-historical aspects of Deaf communities and their functioning in Poland and around the world.
SKILSS:
The student:
- understands the specificities of sign language as a natural language, is able to justify its linguistic nature;
- differentiates between sign language and other forms of visual-spatial communication;
- can enumerate and discuss elements of Deaf culture.
SOCIAL COMPETENCIES:
The student:
- perceives the Deaf community not only from the perspective of a medical dysfunction but as a group that exhibits features of a linguistic-cultural minority;
- is open to contacts with people of different cultural origins, displays empathy and understanding for diversity.
Assessment criteria
Student’s individual work:
1x30=30 contact hours
1x15= preparation for class
1x10 = preparation for final assessment
Total: around 55 hours = 2 ECTS
Assessment criteria:
Continuous assessment based on:
- attendance (max. 2 absences; in the event of any excessive absences the student arranges individually with the teacher the form of the make-up work),
- active participation in the class,
- preparation for the class based on assigned texts
Assessment criteria regarding the written assignment:
The written assignment will be evaluated on the basis of:
- content 85%
- language 10%
- correspondence with the topic 5%
Grading of the written assignment:
99%-100% - 5!
98%-91% - 5
90%-86% - 4,5
85%-76% - 4
75%-71% - 3,5
70%-60% - 3
below 60% - 2 (fail)
Students are required to attend all the classes. The allowed number of unexcused absences is 2 per 30 contact hours. When the number of allowed absences is exceeded, the student will be given additional tasks aimed at making up for the material missed from the classes by that student. If the number of absences exceeds 50% of the component’s total number of contact hours, it will result in a negative grade from the course.
Bibliography
• Adamiec, T. (2003) „Głuchoniemi i świadectwa ich życia od starożytności do końca XVIII wieku – przegląd problematyki” [w:] Świdziński M., Gałkowski T., (red.) Studia nad kompetencją językową i komunikacją niesłyszących, Warszawa: Uniwersytet Warszawski: Wydział Polonistyki, Wydział Psychologii, Polski Komitet Audiofonologii, Instytut Głuchoniemych im. ks. Jakuba Falkowskiego, 237-263;
• Albińska, P. (2007) „Problemy życia społecznego i zawodowego osób niedosłyszących i głuchych” [w:] Woźnicka, E. (red.) Tożsamość społeczno-kulturowa głuchych, Łódź: Polski Związek Głuchych, 169-189;
• Baker, C., Battison, R. (1980) Sign language and the deaf community, National Association of the Deaf;
• Eriksson, P. (1998): The History of Deaf People. Örebro..
• Hickok, G., Klima, E. S., Bellugi, U. (1996) “The neurobiology of signed language and its implications for the neural basis of language”, Nature, 381, 699-702;
• Hickok, G., Bellugi, U., Klima, E. S. (2001) “Ręce, które mówią” (tłum. Dr Piotr Jeleń), Świat Nauki Nr 12, Grudzień 2001,Warszawa: Prószyński i S-ka;
• Kannapell, B. (1982) “Inside the Deaf community”, The Deaf American 34, 23-26;
• Kyle, J. G., Woll, B. (1985/1991) Sign Language. The study of deaf people and their language, New York: Cambridge University Press;
• Ladd, P. (2003) Understanding Deaf Culture: In Search of Deafhood, Toronto: Multilingual Matters Limited;
• Lane, H. (1997) „Construction of Deafness” [w:] Davies, L. J. (red.) The Disability Studies Reader, New York: Routledge, 153-171; Czajkowska-Kisil, M., Laskowska-Klimczewska, A. (2007) „Rola języka migowego w kształtowaniu tożsamości Głuchych w Polsce” [w:] Woźnicka, E. (red.) Tożsamość społeczno-kulturowa głuchych, Łódź: Polski Związek Głuchych, 72-78;
• Lane, H., Hoffmeister, R., Bahan, B. (1996) A Journey into the Deaf-World, San Diego: Dawn Sign Press;
• Lane, H. (1996): Maska dobroczynności. Deprecjacja w społeczności głuchych, tłum. T.Gałkowski, J.Kobosko, Warszawa.
• Lucas, C. (1989) The Sociolinguistics of the Deaf Community, London: Academic Press;
• Lucas, C. (1992/2001) (red.) The Sociolinguistics of Sign Languages, Cambridge: Cambridge University Press;
• Padden, C., Markowicz, H. (1976) “Cultural conflicts between hearing and Deaf communities” [w:] Proceedings of the Seventh World Congress of the World Federation of the Deaf, Silver Spring, MD: National Association of the Deaf, 407-411;
• Podgórska-Jachnik, D. (2007) „Głusi wśród słyszących — głusi wśród Głuchych. Problemy integracji społecznej osób z uszkodzonym słuchem w aspekcie tożsamościowym” [w:] Woźnicka, E. (red.) Tożsamość społeczno-kulturowa głuchych, Łódź: Polski Związek Głuchych, 11-21;
• Sacks, O., 1998, Zobaczyć głos. Podróż do świata ciszy, Zysk i S-ka, Poznań.
• Stokoe, W. C. (2001) Language in Hand. Why Sign Came Before Speech., Washington: Gallaudet University Press;
• Studia (2003): Studia nad kompetencją językową i komunikacją niesłyszących. Redakcja naukowa: Marek Świdziński i Tadeusz Gałkowski. Zakład Graficzny Uniwersytetu Warszawskiego, Warszawa 2003.
• Świdziński, M. (2008) „Jak Głusi przyswajają język: o językach migowych i miganych.” [w:] Grzesiak, I. (red.) Jezyk migowy we współczesnym szkolnictwie na swiecie i w Polsce, Malbork: Wydawnictwo Stanisław Sumowski, 16-24;
• Tomaszewski, P. (2004) „Polski język migowy - mity i fakty (Polish Sign Language - myths and facts)”, Poradnik Językowy, 6, 59-72;
• Tomaszewski, P., Rosik, P. (2003) „Czy Polski Język Migowy jest prawdziwym językiem?” [w:] Świdziński, M., Gałkowski, T. (red.) Studia nad kompetencją językową i komunikacją niesłyszących, Warszawa: Uniwersytet Warszawski: Wydział Polonistyki, Wydział Psychologii, Polski Komitet Audiofonologii, Instytut Głuchoniemych im. ks. Jakuba Falkowskiego;
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: