FY 2008 Annual Report of Achievements - Gallaudet University

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The History and Structure of Black ASL Status: Ongoing Begin date: May 2007 End date: August 2010 Principal Investigator(s): Lucas, Ceil – Linguistics McCaskill, Carolyn – ASL and Deaf Studies Bayley, Robert – Linguistics A-74 Other Investigator(s): Hogue, Randall (student) – Linguistics Baldwin, Pamela – Community member Dummett, Roxanne – Gallaudet University alumna Hill, Joseph (student) – Linguistics Description: This project is an investigation of the history of Black ASL and of the linguistic features that make it a separate variety of ASL. Data has been collected in 6 of the 17 states that had separate schools or departments for black deaf children: North Carolina, Louisiana, Alabama, Texas, Arkansas, and Virginia. Conversations and interviews have been videotaped with people over 50 years of age who went to segregated schools and with people under 35 years of age who went to integrated schools. The data are now being analyzed, and dissemination via conference presentations has begun. Funding source: Spencer Foundation (2007–2008), NSF (2008–2010) FY 2007-2008 product(s): Lucas, C. (2008, April). The history and structure of Black ASL. Presentation at the eastern regional meeting of the National Black Deaf Advocates, Washington, DC. Is There Such a Thing as a “Sentence” in ASL? Status: Completed Begin date: February 2008 End date: May 2008 Principal Investigator(s): Hochgesang, Julie (student) – Linguistics Other Investigator(s): Mulrooney, Kristin – Linguistics Description: In the pilot study, “Is there even a ‘sentence’ in ASL?” 21 Deaf native/early ASL users were interviewed about their perceptions of ASL and the concept of a “sentence” in ASL. They were also instructed to identify where sentences end in three filmed ASL narratives. This data was collected to address current issues in representing data in sign language transcription. Transcribing signed languages is a major challenge for the sign language linguist. The decisions made may influence the analysis and ultimately knowledge about sign languages (e.g., what is taught in interpreter training programs). One such decision is how to divide language data into sentences, even though the concept of a sentence is difficult to define. The pilot study attempted to inform this process by eliciting intuitions of native/early signers on sentence boundaries in one ASL narrative. The narrative used in the study was also used by three different groups of linguists. Each group created their own transcripts, which attempt to represent the ASL narrative. These representations differ in where sentence boundaries are marked. The intuitions of the native/early signers of sentence boundaries were then compared to the linguists’ transcripts. Although analysis is still ongoing, the investigator has found that the intuitions of native/early signers can be beneficial in providing insight on the linguists’ transcriptive decisions. There were instances, for example, where there was agreement among the participants about where a sentence boundary was, but these boundaries did not appear in any of the
three research transcripts. This provides some evidence that current transcription practices should be examined to determine whether they accurately represent the sign language data. Funding source: GRI Small Grant Language and Gesture in Cross-Linguistic Perspective See Psychology. Lexical Variation in Chinese Sign Language: Language Planning and Standardization for Postsecondary Education See Educational Foundations and Research. Perception of Phonological Structure in American Sign Language Status: Ongoing Begin date: April 2008 End date: December 2010 Principal Investigator(s): Mathur, Gaurav – Linguistics Description: The study investigates how language experience and parameters of phonological structure affect perception in ASL. To examine perception, the study uses a number of experimental techniques in psycholinguistics. One technique, primed lexical decision, determines whether one sign facilitates the recognition of another sign if they share a parameter in common. Another technique, primed phonological matching, determines whether participants can detect a slight phonological difference between the two signs produced by different signers. To evaluate the effects of language experience, performance on these tasks are compared across both Deaf and hearing individuals in several groups: those exposed to ASL from birth; those exposed to ASL after five years of age; and those with no prior ASL exposure. The study helps to identify aspects of linguistic structure prominent in perception and to determine the degrees of signed language fluency with respect to perception, which can be applied toward language assessment. Funding source: GRI Priority Fund, Economic and Social Research Council-Social Science Research Council (ESRC-SSRC) Collaborative Visiting Fellowship (University College London) FY 2007-2008 product(s): Best, C., Mathur, G., Miranda, K., & Lillo-Martin, D. (submitted). Effects of sign language experience on categorical perception of dynamic ASL pseudosigns. Perception and Psychophysics. Mathur, G. (2008, June). Investigating phonological structure in ASL through experimental techniques in psycholinguistics. Presentation at the Deafness, Cognition and Language Research Centre, University College London, England. Mathur, G. (2008, June). Primed phonological matching in ASL: Experimental design. Presentation at the first SignTyp Conference, University of Connecticut, Storrs. A-75
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1864 - 2008 Gallaudet University An
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• Graduate student retention, com
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LAURENT CLERC NATIONAL DEAF EDUCATI
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Table 8. Average Graduate Class Siz
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Ronald Reagan signed into law the E
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4 New Strategic Plan for the Univer
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Five Strategic Goals 1. Gallaudet m
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Strategic Plan Indicators GOALS AND
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Objective 3 of 4: Curriculum and ex
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12 Admissions, Enrollment, Retentio
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Undergraduate Enrollment Figure 3.
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16 Table 2. Degree-seeking Undergra
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Figure 7. Percentage freshmen who a
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Figure 11. First-time freshman 4-ye
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majors, minors, and general electiv
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Table 4. Average Class Size by Depa
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Upperclassmen Demographics and Perf
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Academic Support Services Academic
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English Language Institute. The Eng
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Figure 22. Visits to Tutorial Cente
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Graduate Program Statistics Graduat
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Graduate Program Performance Statis
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Table 9. Graduate Degrees Awarded b
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40 Student Life Student Organizatio
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Living on Campus Many students opt
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Employee and Faculty Characteristic
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Challenges and Plans for the Future
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importance to deaf and hard of hear
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Table 10. The Project Table: FY 200
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Literacy Project Title (PIs listed
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Dussias, P.G., & Piñar, P. (in pre
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Marschark, M., & Hauser, P.C. (Eds.
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Presentations Adams, E., & Brice P.
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Koo, D. (2007, October 31-November
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Sass-Lehrer, M. (2008, February). C
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Figure 37. Research at Gallaudet, 2
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74 Table 11. FY 2008 Awards: Report
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76 Table 12. FY 2008 Proposals: Rep
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78 Table 12. FY 2008 Proposals: Rep
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professionals who are interested in
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to post assignments and participate
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its effect on language acquisition,
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• Culver City, Calif. Quest condu
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History 1857 Amos Kendall establish
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conference. More than 300 people re
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92 Government Performance and Resul
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94 Survey sample for measures 3.4,
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15. A Lifetime of Learning and Earn
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The numbers reflected in tables 22-
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Clerc Center Catalog. The Clerc Cen
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Publications The Clerc Center produ
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Art Exhibition. Yes, I Can!, a body
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106 Table 24. FY 2008 Training and
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108 Table 27. FY 2008 Training and
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110 Table 30. FY 2008 Clerc Center
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KDES Initiatives Literacy initiativ
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other teams, parents, and individua
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116 KDES Student Characteristics, R
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Traditionally underserved racial/et
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Table 37. Number of KDES Students W
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Table 39. Number of KDES Students R
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124 Table 41. Number of KDES Studen
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Table 43. Number of KDES Students R
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Table 45. Percentage of MSSD Studen
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Languages spoken in the homes of MS
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Table 51. Percentage of MSSD Studen
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134 Table 53. Percentage of MSSD St
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MSSD Student Outcomes Student readi
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Reading achievement of graduates. A
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Table 59. Percentage of MSSD Gradua
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142 Division of Administration and
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Table of Contents UNIVERSITY RESEAR
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AN AUTOMATIC FITTING ALGORITHM FOR
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DRINKING AMONG DEAF AND HARD OF HEA
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University Research Projects The Hi
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Arnos, K.S. (2008, March). Genetics
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Research Stipends to Support Senior
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Chemistry and Physics District of C
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time (new documentation/updated pro
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Communication Studies Families Who
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Strauss, K.P., & Harkins, J. (2007,
Page 173 and 174: achieved; three of the children als
Page 175 and 176: The central focus of the ongoing an
Page 177 and 178: Mertens, D.M. (2008, July). Transfo
Page 179 and 180: ICARE Schools: A Research Study of
Page 181 and 182: FY 2007-2008 product(s): Gerner de
Page 183 and 184: It Takes a Village Status: Ongoing
Page 185 and 186: Empowering Deaf Communities in Lati
Page 187 and 188: investigating issues that affect th
Page 189 and 190: Gallaudet Research Institute Americ
Page 191 and 192: Comparison of Lexical Versus Morpho
Page 193 and 194: Texas State Survey of Deaf and Hard
Page 195 and 196: French Primary School Moral and Civ
Page 197 and 198: Graduate School and Professional Pr
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Page 203 and 204: The successful completion of this r
Page 205 and 206: The Effectiveness of Cochlear Hydro
Page 207 and 208: Interference in Hearing Aids From D
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Page 211 and 212: Overall, none of the participants i
Page 213 and 214: Types of Communication Used by Prof
Page 215 and 216: Cued Language Structure Status: Ong
Page 217 and 218: Gender Preference and Interpreting
Page 219 and 220: Theatrical Team Interpreting: Two P
Page 221 and 222: A Basic Grammar of Croatian Sign La
Page 223: mono- and bilingual signers allows
Page 227 and 228: Signing With an Accent: ASL L2 Phon
Page 229 and 230: During the 2007-2008 academic year,
Page 231 and 232: likely to be classified as secure o
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Page 235 and 236: Hearing Parents of Deaf Children: T
Page 237 and 238: Language and Gesture in Cross-Lingu
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Page 241 and 242: Social Work Deaf and Hard of Hearin
Page 243 and 244: Data collection methodology include
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Page 253 and 254: • Presentations to postsecondary
Page 255 and 256: Emotional Intelligence (EQ) Take-Ou
Page 257 and 258: GLOBE National mission priority are
Page 259 and 260: In past years, KDES students in gra
Page 261 and 262: I Like Dialogue Journals, BUT…: S
Page 263 and 264: lower achieving academically, are f
Page 265 and 266: A Lifetime of Learning and Earning:
Page 267 and 268: NCLB Implementation at the Clerc Ce
Page 269 and 270: from the Clerc Center. In FY 2007,
Page 271 and 272: • Trainings were finalized focusi
Page 273 and 274: In FY 2006, coding on all remaining
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Read It Again and Again National mi
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Shared Reading Project Book Bags an
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• Instructional videotapes: The S
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Students had opportunities for vide
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Teaching Emotional Intelligence: A
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technology and in teacher skills. D
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Transition Resources National missi
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Transitions: Learning to Work—Wor
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Gallaudet University Regional Cente
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Western Region • Interpreter trai
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FY 2008 Annual Report of Achievements - Gallaudet University

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