Russell S. Rosen

Russell S. Rosen
City University of New York - College of Staten Island | CSI CUNY · World Languages and Literatures

PhD

About

21
Publications
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159
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Introduction
Skills and Expertise

Publications

Publications (21)
Article
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Sound plays a prominent role in narrative description of characters and environs in mainstream American literature. A review of American Deaf literature shows that the representations of sound held for deaf writers are in extensional and oppositional terms. American deaf writers, in their descriptions of entities, characters, functions, and setting...
Article
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American Sign Language has been used at schools and programs for signing deaf and hard of hearing students in US history. Recently, American Sign Language (ASL) was offered as a foreign language to students who speak and hear for foreign language credit at American secondary schools. The movement of the language from its place in deaf education to...
Article
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Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation betwee...
Article
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Space is a site where culture and body meet. It is a physical text of cultural constructions of the body that articulate personal, social and material functions and arrangements. The American DeafWorld consists of spaces where deaf and hard of hearing people are found. The geographies in the DeafWorld are the sites where different institutions crea...
Article
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IN HIS ARTICLE in this American Annals of the Deaf special issue that also includes the present article, Grushkin argues that the writing difficulties of many deaf and hard of hearing children result primarily from the orthographic nature of the writing system; he proposes a new system based on features found in signed languages. In response, the p...
Article
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In the teaching of sign languages as foreign languages (FLs), teachers instruct learners in vocabulary and conversational grammar. In doing so they frequently notice that some learners are able to learn and produce vocabulary and use correct grammar, whereas others struggle. For a better understanding of learners' learning processes and their own p...
Book
Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for...
Article
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The ability of learners of American Sign Language (ASL) as a foreign language (FL) to extend their education outside of classrooms is one of the chief goals of ASL-as-FL education. As part of course requirements, ASL and spoken FL teachers often send their learners to interact with native users to help the former develop their communication skills....
Chapter
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A contentious pedagogical issue in American Sign Language (ASL) as a foreign language is the use of spoken English as a medium in the teaching and learning of ASL vocabulary — in other words, whether or not teachers should use their voice while teaching ASL. A ‘voice-on’ approach entails the use of voicing and writing in learners’ native spoken Eng...
Article
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In order to understand the meaning of deafness, one needs to understand the role of senses in culture. The DeafWorld is a sensory world. People who are d/Deaf create their own sensory profile. There are three principal sensory orientations among d/Deaf people in the American DeafWorld: visual, auditory, and tactile. These orientations have led to t...
Article
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Many studies of second language learning regarding sign languages are phonetic, where the modality difference between spoken and sign languages is most apparent. However, studies of phonological, syntactic, and semantic phenomena allow a broader view of language differences. For signers whose first language is spoken, the modality difference can af...
Article
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There is an exponential growth in the number of schools that offer American Sign Language (ASL) for foreign language credit and the different ASL curricula that were published. This study analyzes different curricula in its assumptions regarding language, learning, and teaching of second languages. It is found that curricula vary in their assumptio...
Article
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The last 2 decades witnessed a growth in American Sign Language (ASL) as a foreign language in U.S. secondary schools. This overview of the current state of ASL as a foreign language in the schools consists of a history and a survey. The information on history was drawn from a study conducted by Rosen (2006). This history is followed by a national...
Article
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Prior to the formation of schools for the deaf in America in the early 19th century, with rare exceptions, deaf people lived under largely solitary conditions. After the formation of such schools they became a community with their own language, organizations and cultural traditions. Several social theorists have proffered various descriptions of th...
Article
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One goal of the Individuals with Disabilities Education Act (IDEA) is the integration of students who are deaf and hard of hearing into American society. Its original programmatic thrust, stated in the Education for All Handicapped Children Act (PL 94-142), is the fostering of speech and hearing skills and the placement of deaf and hard of hearing...
Article
Full-text available
This study examines production errors in ASL lexical phonology by beginning L2 adult learners, more particularly the handshape, location, movement, palm orientation, and nonmanual phonological segments. Studies in L2 adult learning of ASL are scant. For possible analytical models, first and second language acquisition models such as L1 transfer, Un...
Article
Full-text available
Jargons for deafness are seen here as social institutional constructions of the deaf body. Social institutions develop agendas commensurate with their view of the place of deaf people in society, create jargons to define its deaf clientele base and proffer programmes to construct them. This study examines current jargons developed by constellations...

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