Adverbial Morphemes in Tactile ASL - Gallaudet University

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PDE – Steven D. Collins Introduction _________________________________________________________________________________________________________ experiences and observations instilled in me a desire to investigate obstacles specific to the Deaf- Blind experience, communication-wise. More specifically, I see a need to teach interpreters how to better meet the linguistic needs of the Deaf-Blind community. In order to accomplish this interpreters must have an intimate familiarity with, and knowledge of the structure of Tactile American Sign Language. With this in mind, I have conducted research on aspects of the language used by Deaf-Blind individuals with the overall goal of applying new linguistic findings to the field of tactile interpreting. 1.1. Biography I was born in 1959 in Asheville, North Carolina. I grew up in a very close-knit family with three older hearing siblings. My siblings and I are the sixth generation born away from England and raised in North Carolina. On my mother’s side, one family member was Deaf. She was my Great Aunt and her spouse was Deaf. My early education was at the North Carolina School for the Deaf and I considered the people there to be my “Deaf family” consisting of many of the significant culturally Deaf persons in my life. I am congenitally Deaf, i.e., heredity is the cause of my deafness and research has shown that genetics plays a role in only about 10% of Deaf persons. At the age of four, my family made the decision to move to Morganton, North Carolina in order for me to attend the North Carolina School for the Deaf. This move allowed me to commute to school each day and still remain at home with my family while I received my education. During my school years I gained invaluable perspective towards both hearing and Deaf cultures. As a day student, I interacted with teachers and peers in an environment much like the Deaf community. Then at home, I was able to experience hearing culture through daily interaction and activities with my family. I developed an awareness of the different forms and methods of communication and began an exciting and challenging venture in learning about linguistics and how language is structured differently between hearing and Deaf cultures. It is particularly important to note that my entire family made a significant commitment on my behalf in making the move to Morganton. For twenty years, my father commuted 65 miles each way every day to his business in Asheville, North Carolina so that I could live in Morganton in proximity to the Deaf school. This strong commitment to give me their support 3
PDE – Steven D. Collins Introduction _________________________________________________________________________________________________________ has always had a significant impact on me. When I compare the opportunities that this opened up for me with the more limited opportunities of some of my friends whose families did not make such a commitment, I truly realize the importance of family and community pitching-in to help others. I graduated from the North Carolina School for the Deaf in 1979 with honors as the Salutatorian of my class. I knew by this time that I wanted to continue learning and develop the necessary skills that provide insight into the differences in communication between Deaf and hearing cultures. I was certain that I would excel in this field because of the experience I obtained while growing up in both cultures. I applied to and was accepted at Gallaudet University in Washington, DC, where I majored in Communication Arts. While at Gallaudet, I was a co-founder of a local chapter of the Kappa Sigma Fraternity. While attending Gallaudet, I developed friendships with several Deaf-Blind students and began to interpret for them on an informal basis. This interaction provided me with an opportunity to gain perspective on the differences between communication within Deaf culture and communication within Deaf-Blind culture. Through these friendships, I gained additional insight into how language is used and structured. After my graduation in 1984, I worked for several years as a free-lance interpreter and contract instructor of American Sign Language (ASL) for the College of Continuing Education program at Gallaudet University. When Gallaudet created a Master’s degree in the field of Interpretation, several of my colleagues encouraged me to enroll because of my strong interpersonal communication and interpreting skills. I felt this would be a great opportunity for me to learn about linguistics and theories of interpretation as well as to begin cross-cultural research in these two areas. Specifically, I continued to be intensely interested in communication within the Deaf-Blind community and I wanted to pursue research in this area. I enrolled and became the first Deaf person to receive a Master of Arts degree in Interpretation from Gallaudet University in June 1992. Much of my research for my Masters degree centered in this same area of Deaf-Blind communication. Subsequent to my graduation, I went to work as a supervisor for Gallaudet Interpreting Services specializing in Deaf-Blind interpreting requirements. Later, I joined the faculty as an Interpretation instructor in the ASL, Linguistics and Interpretation Department where I currently work. 4
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Adverbial Morphemes in Tactile ASL - Gallaudet University

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