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When looking is listening: Gesture, ...

Van Deusen Phillips, Sarah B.

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When looking is listening: Gesture, multi-modal language, and the socialization of deaf children in castellano-speaking families.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	When looking is listening: Gesture, multi-modal language, and the socialization of deaf children in castellano-speaking families./
Author:	Van Deusen Phillips, Sarah B.
Description:	276 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0652.
Contained By:	Dissertation Abstracts International69-02A.
Subject:	Anthropology, Cultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3300454
ISBN:	9780549458456

When looking is listening: Gesture, multi-modal language, and the socialization of deaf children in castellano-speaking families.
Van Deusen Phillips, Sarah B.

When looking is listening: Gesture, multi-modal language, and the socialization of deaf children in castellano-speaking families. - 276 p.

Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0652.

Thesis (Ph.D.)--The University of Chicago, 2008.

The work presented here consists of a close examination of the communicative abilities of four children who are profoundly deaf and were born to hearing parents in the castellano-speaking regions of north-central and western Spain. In response to their children's deafness, and in keeping with historical practices for deaf education dating the sixteenth century in Spain, their parents have elected to enroll them in oral education programs and have chosen for them to receive cochlear implants. Before the implants are fully effective, the children devise idiosyncratic manual systems for communicating with the hearing world and use them to participate in the communicative practices of their community by accessing and acquiring local semiotic processes from their parents' use of gesture as they speak castellano to and around their children.

ISBN: 9780549458456Subjects--Topical Terms:

735016
Anthropology, Cultural.

When looking is listening: Gesture, multi-modal language, and the socialization of deaf children in castellano-speaking families.
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100 1 $a Van Deusen Phillips, Sarah B. $3 1683843
245 1 0 $a When looking is listening: Gesture, multi-modal language, and the socialization of deaf children in castellano-speaking families.
300 $a 276 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0652.
500 $a Adviser: Susan Goldin-Meadow.
502 $a Thesis (Ph.D.)--The University of Chicago, 2008.
520 $a The work presented here consists of a close examination of the communicative abilities of four children who are profoundly deaf and were born to hearing parents in the castellano-speaking regions of north-central and western Spain. In response to their children's deafness, and in keeping with historical practices for deaf education dating the sixteenth century in Spain, their parents have elected to enroll them in oral education programs and have chosen for them to receive cochlear implants. Before the implants are fully effective, the children devise idiosyncratic manual systems for communicating with the hearing world and use them to participate in the communicative practices of their community by accessing and acquiring local semiotic processes from their parents' use of gesture as they speak castellano to and around their children.
520 $a The ethnographic and quasi-expermental analyses of language acquistion and socialization presented illustrate that, though isolated from spoken language, the children are not excluded from successful participation in interactions that are structured in terms of shared semiotic forms. This is demonstrated in analyses that approach parents' gestures as a potential linguistic model for their deaf children as they devise their manual language systems, in particular by recognizing gesture as a culturally specific semiotic modality that is part of multi-modal language. Ultimately, by drawing on a multi-modal language model, this dissertation seeks to contribute to language socialization studies by illustrating how, by expanding our definition of language to include gesture, we can more systematically and productively account for the learned nature of gesture and the role it plays in incorporating all children into local meaning practices, regardless of their hearing status.
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650 4 $a Psychology, Developmental. $3 1017557
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710 2 $a The University of Chicago. $3 1017389
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