Deaf culture Chapters 3 and 4

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Sierra College *

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Jan 9, 2024

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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
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