Deaf culture Chapters 3 and 4
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Uploaded by EarlLightningRhinoceros30
Tuscany Fracchia
Professor Meeks
Online Deaf Studies
10/7/2023
Deaf Culture Chapters 3&4
Chapter 3
American Sign Language
This chapter talks about how those who are deaf have a “different center” than those who can
hear. This was expressed in many ways and I found it to be very interesting. Throughout this
chapter, there are different examples given that show how deaf people have a “different center”.
One of the most interesting points was regarding ASL and English. In the chapter, it talked about
how ASL is independent of English. I had already realized that these two languages were not
dependent on each other, but it was not until I had read it that it registered. I quickly realized that
ASL and English did not depend on each other, but I had never given it much thought. In a way it
reminded me of how Spanish and English are not dependent on each other either, but each
language is able to stand on its own.
The reason that I compare the relation of ASL and English to the one between Spanish
and English is very simple. When I had thought of the relation between Spanish and English, the
one between ASL and English began to make more sense to me. It made me realize that no two
languages are completely dependent on each other. Rather, each language is able to stand on its
own and still make complete sense to those who can speak and understand it. With that said,
before I had realized how ASL and English are independent of each other, I thought that these
two languages went hand in hand. I thought that if you wanted to sign something it would be the
same as when you would say it in English. I never thought that it would have been the complete
opposite. I did not think that when you signed something, you would not sign it the way you
would say it in English. This leads me to the second thing I found most interesting. The second
thing that I found most interesting is basically what the entire chapter is about. I found it
interesting how those who are deaf have a “different center” from which they communicate. I
thought that everyone just communicated out of one “center”. It had never occurred to me that
a different culture could have a “different center” for the way that they communicate.
This was interesting to me because I have always loved learning about the different cultures, and
Through this class I am able to learn about one. Learning about the deaf culture is not just
something I would like to do, rather it is something I want to do. I want to understand as much as
I can about it and be able to interact with those who are deaf and understand them.
CHAPTER 4 How Deaf Children Think, Learn, and Read
Culture impacts the way families and their Deaf children participate in deaf education, what
multicultural resources they bring to school, including spoken and sign languages. As such, in
order to promote thinking skills and encourage learning at school, teachers must know their
students’ unique cultural backgrounds and not rely on racial or ethnic stereotypes but instead rely
on multiculturalism as a resource and not as a barrier
Cultural role modeling by families and teachers plays a pivotal role in forming how students
develop thinking and learning skills. Members of ethnic communities as well as from the Deaf
multicultural community, including Deaf Disabled individuals, can furnish Deaf students with
socially mediated learning. This does not mean auditory learning objectives are not needed. Deaf
teachers as experts can offer primarily visuals. If an early language is provided, Deaf children
can develop thinking skills, label their experiences and concepts, and reorganize new patterns as
they see, hear, talk about, and touch them depending on their sensory strengths and needs.
Children can also use language to form new thoughts without having the experiences with real
objects and events. Language is a powerful system we use to encode, organize, and remember
our experiences, And with language skills, children develop even more complex cognitive skills .
However, some forms of cognitive organization or thinking do not need language. And
interestingly enough, Deaf children who have no language are able to invent their own system of
gestures to express their feelings, wants, and needs in deaf education
If an early language is provided, Deaf children can develop thinking skills, label their
experiences and concepts, and reorganize new patterns as they see, hear, talk about, and touch
them depending on their sensory strengths and needs. Children can also use language to form
new thoughts without having the experiences with real objects and events. Language is a
powerful system we use to encode, organize, and remember our experiences.
What I found most interesting about this chapter was how iud deaf children do not have a
language; they create their own using hand gestures. This fascinates me because of how
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complicated it must have been for the deaf children to communicate since only them knew their
language, and they had to teach their language to someone else before having a conversation.