An announcement vlog: Carl Schroeder explains the closure of Western Oregon University beginning today and will continue through Monday. A probable case of the H1N1 virus (swine flu) as been found on campus.
Thursday, April 30, 2009
Interpreting Mathematics Is Toughest
A discussion vlog: Carl Schroeder tells about the toughest job educational interpreters have. Time lag is always a problem in interpreting Mathematics. He thinks that parents of Deaf children need to be made aware of it.
From Baby Signs to Academic ASL
A video journal vlog: Carl Schroeder discusses his meeting with Instructional Dean Diana Glenn of Central Oregon Community College. Baby signs do inspire ASL studies in colleges and universities.
Tuesday, April 28, 2009
My Trip and a Book about the English Language
A show-and-tell vlog: Carl Schroeder talks about his upcoming trip to Bend, Oregon and a good book on the English language, The Phantom Tollbooth by Norton Juster.
Monday, April 27, 2009
Peter Pan Had the Right Idea!
An entertainment vlog: Carl Schroeder finds Peter Pan quite correct about never growing up!
Who Are Behind Power Dynamics of Audism?
A discussion vlog by Carl Schroeder: Politicians and industry leaders have both played roles in making sure that the Deaf be made hear. Who are they? What are power dynamics of audism?
A Tour of Deaf School Museum in Year 2509
An entertainment vlog by Carl Schroeder: The year is 2509. A tour of Deaf School Museum has a strange twist.
deaf, Deaf, DEAF, Asl, ASL
A discussion vlog: Carl Schroeder discusses the terms: deaf, Deaf, DEAF, Asl, and ASL.
What Then Is Ethnocentricism Without ASL?
A discussion vlog: Carl Schroeder quotes Albert Shanker, president of the American Federation of Teachers: "If only we understood where other people were coming from, in only we had more sensitivity to their cultures--we might not be so wedded to our own points of view. And we might have a better chance of avoiding the conflicts that come from ethnocentricism." Carl questions whether the lack of ASL instruction in public schools promotes ethnocentricism.
Sunday, April 26, 2009
MM Is Absolutely Wrong
A refute vlog: Carl Schroeder quotes MM's writing in my blog, ASL = OPEN MIND: "Many many deaf I see in the deaf clubs are poor signers in fact, I suspect Carl and many others will suggest this is down to the 'oral" or other educational no-no's they have had forced upon them, but that fact does remain and they have to deal with that." Carl says MM is absolutely wrong!
I Demand More Deaf Child Posters
An entertainment vlog: Carl Schroeder disguishes as a leather clown demanding five more Deaf child posters.
Saturday, April 25, 2009
Know Thyself, Not Thy CI
by Carl Schroeder
Know thyself.
First, we need to help Deaf children to become aware of themselves as people, not as CI which is merely a thing. The schools rarely do this because CI is the foundation of "listening and speaking," and the children need to be aware ot their thing, not their being self. Deaf children need ASL for enjoyable and effective learning.
Ask Questions.
Each Deaf child discovers his or her unique strengths and problems. Our chief tool should be to ask them in ASL, and really communicate with them in ASL. CI does not communicate with them and we shouldn't ask them questions about and through CI. Ask them in ASL!
Think for Themselves.
Each Deaf child needs time to think about what they already know, not hear. He or she needs to review critically what people think he or she already knows, not hears. We need to resist the temptation to come to fast and firm conclusion, preferring to give rein to our own thoughts and language. Deaf children need ASL (a language), not CI (a thing).
Speak the Truth.
I know that to tell a mother some hard truths about ASL as a language and CI as a thing is the hardest part of everything there is about the Deaf. If her child creates signs, that is when he or she's mostly natural and honest. To discourage him or her from using ASL is to destroy his or her naturalness and truth.
Free Deaf Child from Materialism.
When a Deaf child begins to discover ASL, he or she will begin to realize CI is just a thing. It is going to be a painful paradox: on the one hand, in ASL, he or she finds his or her own self. But his or her conventional people will make him or her feel that he or she needs to prove what he or she hears in another language, not what he or she thinks in ASL.
Conclusion.
To know ASL is to be a person; to know CI is to be a thing!
Know thyself.
First, we need to help Deaf children to become aware of themselves as people, not as CI which is merely a thing. The schools rarely do this because CI is the foundation of "listening and speaking," and the children need to be aware ot their thing, not their being self. Deaf children need ASL for enjoyable and effective learning.
Ask Questions.
Each Deaf child discovers his or her unique strengths and problems. Our chief tool should be to ask them in ASL, and really communicate with them in ASL. CI does not communicate with them and we shouldn't ask them questions about and through CI. Ask them in ASL!
Think for Themselves.
Each Deaf child needs time to think about what they already know, not hear. He or she needs to review critically what people think he or she already knows, not hears. We need to resist the temptation to come to fast and firm conclusion, preferring to give rein to our own thoughts and language. Deaf children need ASL (a language), not CI (a thing).
Speak the Truth.
I know that to tell a mother some hard truths about ASL as a language and CI as a thing is the hardest part of everything there is about the Deaf. If her child creates signs, that is when he or she's mostly natural and honest. To discourage him or her from using ASL is to destroy his or her naturalness and truth.
Free Deaf Child from Materialism.
When a Deaf child begins to discover ASL, he or she will begin to realize CI is just a thing. It is going to be a painful paradox: on the one hand, in ASL, he or she finds his or her own self. But his or her conventional people will make him or her feel that he or she needs to prove what he or she hears in another language, not what he or she thinks in ASL.
Conclusion.
To know ASL is to be a person; to know CI is to be a thing!
Are We the Deaf being "Shepherded" to CI?
by Carl Schroeder
In 1913, George Veditz warned against "false prophets" for identifying some Deaf people as pseudoexperts. They need to bag pseudoexperts for scienfitic findings to promote what is known today as audism, a term coined to identify certain individuals who believe that "make the Deaf hear" is not a disservice. Enter cochlear implants (CI).
I have a general respect for scientific findings. My academic training informs me that scientists have developed a system of detecting errors that is more effective than those of scientific inquiries. They have standards of evidence, review processes, and a so-called culture that supports "a margin of error." An honest scientist will always acknowledge possible flaws.
CI are man-made. There must be possible flaws. To find these flaws, a research is necessary. It costs money, and it is always smart to ask where the money is coming from. Where did the funds for the CI come from? Who employs the researchers? Who supervises them? Are there any disclosures in the study of errors?
What are hidden political agendas that conceal or belie the "make the Deaf hear" mission? On a somewhat loftier but no less pernicious level are the political and cultural think tanks that abound in colleges and universities across the Unites States. Often they have a decided political bias, and sometimes they are shameless fronts for intellectualizing the interest of audism.
To talk about our being Deaf, we have to be scientific in describing our audiogram. We must understand what our audiogram implies for any residual hearing we might have. That's what the margin of error is all about. Our being Deaf won't matter when we attempt to discuss our culture and ASL. Scientists want to correct these errors by developing CI, and there will always be money for CI pseudoexperts because their errors are important.
I believe firmly that
we need ASL to define Deaf
because Deaf CANNOT define ASL.
I am afraid that
we are being "shepherded"
to the term deaf
because it belongs to
the English language.
A 4/23/09 letter
to my friend, David
we need ASL to define Deaf
because Deaf CANNOT define ASL.
I am afraid that
we are being "shepherded"
to the term deaf
because it belongs to
the English language.
A 4/23/09 letter
to my friend, David
In 1913, George Veditz warned against "false prophets" for identifying some Deaf people as pseudoexperts. They need to bag pseudoexperts for scienfitic findings to promote what is known today as audism, a term coined to identify certain individuals who believe that "make the Deaf hear" is not a disservice. Enter cochlear implants (CI).
I have a general respect for scientific findings. My academic training informs me that scientists have developed a system of detecting errors that is more effective than those of scientific inquiries. They have standards of evidence, review processes, and a so-called culture that supports "a margin of error." An honest scientist will always acknowledge possible flaws.
CI are man-made. There must be possible flaws. To find these flaws, a research is necessary. It costs money, and it is always smart to ask where the money is coming from. Where did the funds for the CI come from? Who employs the researchers? Who supervises them? Are there any disclosures in the study of errors?
What are hidden political agendas that conceal or belie the "make the Deaf hear" mission? On a somewhat loftier but no less pernicious level are the political and cultural think tanks that abound in colleges and universities across the Unites States. Often they have a decided political bias, and sometimes they are shameless fronts for intellectualizing the interest of audism.
To talk about our being Deaf, we have to be scientific in describing our audiogram. We must understand what our audiogram implies for any residual hearing we might have. That's what the margin of error is all about. Our being Deaf won't matter when we attempt to discuss our culture and ASL. Scientists want to correct these errors by developing CI, and there will always be money for CI pseudoexperts because their errors are important.
ASL = Open Mind
by Carl Schroeder
Can we pride ourselves on being open-minded? Do we truly expose American Sign Language that challenges our basic assumptions, our most cherished values? I do not find that to be the case here.
Most people do not really listen when they are confronted in ASL that directly challenges their deepest convictions about our being Deaf. We the Deaf are always in danger of being described in another language, and ASL is always vulnerable for language bastardization. On the rare occasion when we do engage in "debate" about ASL, most of us seek solely to win over our opponents rather than to learn something about ASL. Even when a person is bested in ASL, he or she will often continue to insist on his or her point of view rather than try to learn something from the power of reasoning of the user of ASL. In the other words, he or she is to be dumbed down because of ASL.
Our general culture encourages disputes, assuming that the truth will merge through the most vigorous language combat. If each of us fights for ASL, then the one left standing when the smoke clears must be right.
Regrettably, this obscures the truth as often as it helps us discover it. The adversarial dispute favors non-Deaf people, regardless of their views. Even worse, it distracts us the Deaf from looking for creative ways to perpetuate ASL in all subject matters. When we talk about ASL, we do talk about Deaf people.
Think of the last blog published in DeafRead, for example, you read about a knock-down-drag-out mockery over Deaf. Was it really rewarding and gratifying? If so, in what ways? If not, can you think of any ways we could have earned a better respect? Is the argument over Deaf actually an attempt to close one's mind?
To me, the capacity to support ASL is the expression of our human dignity. No law, no belief, no opinion can be exempt from examining ASL for its entity and validity. For ASL, open your mind!
Friday, April 24, 2009
Be Convinced by the Truth
by Carl Schroeder
Do not be convinced by me, Agathon.
Be convinced by the truth.
SOCRATES in Plato's "Symposium"
Be convinced by the truth.
SOCRATES in Plato's "Symposium"
What would you do if you were told about what you do with American Sign Language (ASL)? I found myself on that position. The way I signed when I first enrolled in Gallaudet in Washington, D.C. in 1971 was called sloppy. My skills in ASL were seen unacceptable and not English-like.
To 1970s Deaf people, the way to sign in the word order was highly sophisticated. This system was widely encouraged on and off campus. My father once told me that facial expressions were inappropriate. In my public speaking, I was criticized for using too much classifiers which were seen as what-ism. Equivalent words for classifiers were demanded.
It was the ultimate source of audism for most faculty members at Gallaudet. Deaf people performing auditory marvels got praised and recognized. The first Miss Deaf America did musical. Dean of Students Richard Phillips wore hearing aid all the times that his name sign was mockingly associated with it. Hard-of-hearing staff used microphones to implicitly oppress Deaf staff. In 1970s, we must also dismiss ASL as non-academic.
During the 1970s I was in and out of the college. It was how I judged for myself on an occasion that would determine the course of the rest of my life. In late 1970s, I returned to Gallaudet and worked part time for two remarkable people, Carol Erting (Research) and Mike Deninger (Kendall Demonstration Elementary School). I had encountered them before I worked for them.
In 1974, Carol Erting came to my apartment in Atlanta, Georgia and persuaded me to apply for a job at Atlanta Area School for the Deaf. She coached me how to say during the job interview there because the school director supported Signed Exact English (SEE) for educational purpose. So I lied during the interview and got the job working with pre-school children for two years. Upon my return to Gallaudet in 1977, Carol recruited me to be her research assistant, notating ASL.
In 1970, Mike Deninger was my assistant principal in the Model Secondary School for the Deaf at Gallaudet. He was a hippie administrator who could communicate in ASL fluently. He had long hair and was fun to be with. In 1980, after I applied to work at Kendall, I got to serve on his commtiiee on school-wide communication policy, putting ASL into the school.
I was never convinced by Carol Erting and Mike Deninger. They pointed me toward the truth of ASL. I simply convinced myself into thinking of myself as a thinker. I think that my ASL in 1970s was never sloppy and that my ASL has become highly accurate. Like English, ASL can never be perfect.
To 1970s Deaf people, the way to sign in the word order was highly sophisticated. This system was widely encouraged on and off campus. My father once told me that facial expressions were inappropriate. In my public speaking, I was criticized for using too much classifiers which were seen as what-ism. Equivalent words for classifiers were demanded.
It was the ultimate source of audism for most faculty members at Gallaudet. Deaf people performing auditory marvels got praised and recognized. The first Miss Deaf America did musical. Dean of Students Richard Phillips wore hearing aid all the times that his name sign was mockingly associated with it. Hard-of-hearing staff used microphones to implicitly oppress Deaf staff. In 1970s, we must also dismiss ASL as non-academic.
During the 1970s I was in and out of the college. It was how I judged for myself on an occasion that would determine the course of the rest of my life. In late 1970s, I returned to Gallaudet and worked part time for two remarkable people, Carol Erting (Research) and Mike Deninger (Kendall Demonstration Elementary School). I had encountered them before I worked for them.
In 1974, Carol Erting came to my apartment in Atlanta, Georgia and persuaded me to apply for a job at Atlanta Area School for the Deaf. She coached me how to say during the job interview there because the school director supported Signed Exact English (SEE) for educational purpose. So I lied during the interview and got the job working with pre-school children for two years. Upon my return to Gallaudet in 1977, Carol recruited me to be her research assistant, notating ASL.
In 1970, Mike Deninger was my assistant principal in the Model Secondary School for the Deaf at Gallaudet. He was a hippie administrator who could communicate in ASL fluently. He had long hair and was fun to be with. In 1980, after I applied to work at Kendall, I got to serve on his commtiiee on school-wide communication policy, putting ASL into the school.
I was never convinced by Carol Erting and Mike Deninger. They pointed me toward the truth of ASL. I simply convinced myself into thinking of myself as a thinker. I think that my ASL in 1970s was never sloppy and that my ASL has become highly accurate. Like English, ASL can never be perfect.
I'm the Owner of Ka'lalau's Korner
A discussion vlog: Carl Schroeder explains his editorship for his own blog, Ka'lalau's Korner. The bottom line is that he is the owner of Ka'lalau's Korner.
NO APOLOGY HERE
Dear DeafRead friends,
Re: Kalalau's Blunder
I refuse to be embarrassed about video-logging that will help you both to think critically and to understand about American Sign Language (ASL). And it would be wrong of any of you to be intimidated by snobbish bloggers who tell you that ASL is beneath a scholar's dignity, especially to worry about job security. That conceit is an affection deriving from an audism--a practice of hegemony of spoken/written language over signed language.
No apology is not the world's best! I might have video-logged a utopian tract about the ideal community of the Deaf, but I don't have any practical ideas about how to change the system. I don't even believe that insulting blogs are bad. So I have video-logged for those of you who love ASL, for those of you who can be very good users of ASL, for those of you who can enrich your own language. What I describe herein is not just an intellectual game: it is professional skill essential to being a good user of ASL.
To the extent that it is like a language game, we must play it well to earn our right and respect to be an expert in ASL, to be a scholar in the language and culture we know the best.
No apology here.
Carl
Thursday, April 23, 2009
The Shift from Ignoramus to Ignoranus
A satire vlog: Carl Schroeder explains a fascinating shift from ignoramus to ignoranus in the United Kingdom. George Ruggle wrote "Ignoramus," a play about a British lawyer who knows nothing about the law. IGNORANUS is about a deaf British blogger who knows nothing about the language of signs.
My resource: http://www.philological.bham.ac.uk/ruggle/
ASLEnquirer Vol:1 Iss:1
An entertainment vlog: Carl Schroederis the editor of a newly vlog-magazine, ASL Enquirer. Titles: Neil Armstrong Had Not Been to the Moon, People without Ears,The Truth about Romeo and Juliet, Letogi, a new fruit.
ASL Culture for Social Thinking
A discussion vlog: Carl Schroeder compares ASL discourse on culture with playing soccer. Enjoy.
Wednesday, April 22, 2009
Ignoranus in ASL
Washington Post's Style Invitational
The Washington Post's Style Invitational asked readers to take any word from the dictionary, alter it by adding, subtracting or changing one letter, and supply a new definition. Here are some recent winners:
Reintarnation: Coming back to life as a hillbilly.
Foreploy: Any misrepresentation about yourself for the purpose of obtaining sex.
Giraffiti: Vandalism spray-painted very, very high.
Tatyr: A lecherous Mr. Potato Head.
Sarchasm: The gulf between the author of sarcastic wit and the recipient who doesn't get it.
Inoculatte: To take coffee intravenously when you are running late.
Hipatitis: Terminal coolness.
Osteopornosis: A degenerate disease.
Burglesque: A poorly planned break-in. (See: Watergate)
Karmageddon: It's like, when everybody is sending off all these really bad vibes, right? And
then, like, the Earth explodes and it's like a serious bummer.
Glibido: All talk and no action.
Dopeler effect: The tendency of stupid ideas to seem smarter when they come at you rapidly.
Intaxication: Euphoria at getting a refund from the IRS, which lasts until you realize it was your money to start with.
Ignoranus: A person who's both stupid and an asshole.
The Washington Post's Style Invitational asked readers to take any word from the dictionary, alter it by adding, subtracting or changing one letter, and supply a new definition. Here are some recent winners:
Reintarnation: Coming back to life as a hillbilly.
Foreploy: Any misrepresentation about yourself for the purpose of obtaining sex.
Giraffiti: Vandalism spray-painted very, very high.
Tatyr: A lecherous Mr. Potato Head.
Sarchasm: The gulf between the author of sarcastic wit and the recipient who doesn't get it.
Inoculatte: To take coffee intravenously when you are running late.
Hipatitis: Terminal coolness.
Osteopornosis: A degenerate disease.
Burglesque: A poorly planned break-in. (See: Watergate)
Karmageddon: It's like, when everybody is sending off all these really bad vibes, right? And
then, like, the Earth explodes and it's like a serious bummer.
Glibido: All talk and no action.
Dopeler effect: The tendency of stupid ideas to seem smarter when they come at you rapidly.
Intaxication: Euphoria at getting a refund from the IRS, which lasts until you realize it was your money to start with.
Ignoranus: A person who's both stupid and an asshole.
Film Literacy Workshop at Oregon School for the Deaf
A show-and-tell vlog: Carl Schroeder talks about his workshop at Oregon School for the Deaf that is hosting the Middle School Leadership Conference. He shared two films: Preservation of Sign Language by George Veditz and An Occurence at Owl Creek Bridge by Ambrose Bierce.
Let me share an email I received from Dr. Sharla Jones, OSD Director of Educational Support Supervisor/ Community Relations:
"Next Wednesday or Thursday you will be teaching at OSDs Middle School Leadership Conference. Our theme as your know, is centered around literacy and how important literacy skills are if you want to become a good leader. L = Literature, I = Internet, F = Film/Arts and E = it all equals Education. As you plan your workshops and put the final thoughts into them this weekend, I wanted to tell you about the students you will be imparting knowledge to. The students are from all over the state of Oregon, and they attend a variety of programs for the Deaf and Hard of Hearing. They are between the ages of 11 and 15. Some participants have excellent ASL skills, while others do not and they may depend heavily on Oral skills. We will be having clerical people assist in some of your workshops by doing a bit of captioning if the students desire the extra support in English text. Please alert me to any frustration you see and I will try my best to remedy any communication issues that arise.
"You are going to make a huge impression on these young minds. We have approximately 55 students participating, and they will be split into 4 Houses for the 4 sessions of workshops a day. You have been selected with a great deal of thought and I know you have something essential to share with these students be it personal experience that they will identify with, or that you possess some quality I know they will want to magnify you are someone they will look up to. Please share stories about your own lives with these students some of them are very isolated in rural parts of Oregon and have only signed with an interpreter and have not had the opportunity to meet members of the Deaf community. I hope youll be able to make some lasting connections. Thank you for accepting this task we appreciate the wisdom you will share and look forward to a conference that these teens will always remember! They are the Deaf Leaders of tomorrow!"
sharla.jones@osd.k12.or.us
Category: Education
Tags: ASL Philosophy
Tuesday, April 21, 2009
ASL is a Form of Speech.
A discussion vlog: Carl Schroeder explains his understanding of ASL as his form of speech that is protected by the First Amendment to the U.S. Constitution.
ASL Vocabulary Exceeds the Unabridged Dictionary of the English Language
A show-and-tell vlog: Carl Schroeder shows how vast ASL vocabulary is comparing to the unabridged dictionary of the English language. Your reaction?
My Comment to NAD being at the White House
Congratulations!
I hope that someday NAD will take some gutsy stance to boycott some conferences to stop not only the practice of audism, but also to advance American Sign Language. To model on the Obama Administration that boycotted a United Nations forum on racism in Geneva today, we can do the likewise.
Deafness is a birthright that requires natural accommodation, not artificial devices.
Carl Schroeder
I hope that someday NAD will take some gutsy stance to boycott some conferences to stop not only the practice of audism, but also to advance American Sign Language. To model on the Obama Administration that boycotted a United Nations forum on racism in Geneva today, we can do the likewise.
Deafness is a birthright that requires natural accommodation, not artificial devices.
Carl Schroeder
Dumbing Down ASL
A discussion vlog: Carl Schroeder argues that we must fight for ASL and develop complete school and college curricula for it so that ASL can be accurate. Accuracy equals comprehension, not perfection.
A discussion vlog: Carl Schroeder argues that we must fight for ASL and develop complete school and college curricula for it so that ASL can be accurate. Accuracy equals comprehension, not perfection.
Category: Education
Tags:
ASLPhilosophy
ASL Ought to be Accurate
A discussion vlog: Carl Schroeder discusses that ASL will require political and administrative changes that can disrupt conventional power arrangement.A Deaf Child's ability to read, translate (into ASL) and write open up worlds of delight and vicarious experience.
Cartoon Books Are Good
A show-and-tell vlog: Carl Schroeder shares his love for cartoon books. He has a collection of cartoon books by Larry Gonick.
Monday, April 20, 2009
For Us, Bilingual and Bicultural Society
A discussion vlog: Carl Schroeder quotes from Merv Garretson's speech in Hamburg, Germany in 1980:
"The vast majority of deaf people tend to be bilingual, that is, we may acquire a modicum of knowledge of the language of our country, and also use sign language--be it German Sign Language, French Sign Language, Swedish Sign Language, or American Sign Language. We believe such a linguistic background is necessary if we are, indeed, to play a living, participating role in a dynamic, and for us, bilingual and bicultural society."
Garretson, Mervin D. 1982. The Reality of Deafness. In: Feuchte, Herbert, et al. (eds): Proceedings of the International Congress on Education of the Deaf in Hamburg 1980. Vol. 1., Groos: Heidelberg, pp. 32-39.
Beating A Dead Horse? Duh!
A discussion vlog: Carl Schroeder understands this English idiom, beating a dead horse, to mean doing something that has already been agreed having no use or purpose. Carl wishes to understand Amy Cohen Efron's use of this idiom ... in ASL, please.
Parents as Teachers: What Kind of Teachers?
A discussion vlog: Carl Schroeder talks about his parents as his life teachers, not language or speech teachers. He seeks your discussions and opinions about parents teaching speech to Deaf children.
Comic Books: Visual Literacy
A show and tell vlog: Carl Schroeder is an avid reader of comic books. As a visual learner, Carl finds the comic books entertaining and helpful to his literacy.
Dumbing the Deaf
A discussion vlog: Carl Schroeder is intrigued by Michael J. Gelb's book, "How to Think like Leonardo da Vinci." Gelb writes: "For Leonardo vision was supreme, and painting was therefore the greatest discipline. Hearing, and therefore music, came next in importance." Teaching the Deaf "to listen and speak" equals dumbing the Deaf.
Sunday, April 19, 2009
Time Lag in ASL Interpreting
A case study vlog: Carl Schroeder wants to know how you could handle time lag involved in interpreting. What kind of challenges do you find in closing the interpreting gap? Mahalo and aloha!
Signing-Mouthing Interpreting?
A case study vlog: Carl Schroeder seeks thoughts and opinions about interpreters who mouth and sign.
Why Voicing?
A case study vlog: Carl Schroeder relates his experience of a school fieldtrip where his class was scolded in public by his teacher who used voice. Why do you think the teacher used voice?
Saturday, April 18, 2009
ASL, PSE or SEE
Another case study vlog: Carl Schroeder says he was often asked by sign language interpreters which of ASL, PSE and SEE was preferred. He seeks your opinions.
DEAF? No, I'm Hard of Hearing
A cast study vlog: Carl Schroeder explains about his experience of asking somebody whether he's Deaf. What does it mean when he replies, "No, I'm Hard-0f-Hearing."
DEAF + HARD-of-HEARING = AUDISM
A discussion vlog: Carl Schroeder explains his understanding of the split between Deaf and HoH people that generates the practice of audism. Bastardizing ASL also plays a factor of this irreversible split between Deaf and HoH people.
Friday, April 17, 2009
ASL Culture Is Worth Examining
A discussion vlog: Carl Schroeder discusses his understanding of what language and culture entail. ASL Culture is worth examining.
My New Friend Russell Told Me
A discussion vlog: Carl Schroeder discusses how important intonation is to speaking and its application to using American Sign Language. Russell taught Carl something intriguing! (His son Don is adorable)
Cochlear Implants: Better Technology and Mistakes
A discussion vlog: Carl Schroeder discusses that better technology is attributed to mistakes ... at whose expenses?
Erratic Symbols and the Deaf
A discussion vlog: Carl Schroeder discusses how erratic symbols could lead to deficit thinking among the Deaf.
Thursday, April 16, 2009
The Deaf Child and Earthquake
A challenge vlog: Carl Schroeder challenges his viewers to explain the deaf child and earthquake.
Ella, Thank You!
A discussion vlog: Carl Schroeder responds to Ella Mae Lentz who made a series of comments as they appear in his DVTV vlog: Hidden Agenda for Cochlear Implants.
For A Deaf Child: One IEP = One Interpreter
A discussion vlog: Carl Schroeder discusses whether IEP for a Deaf child is political. Does it mean that this Deaf child, if qualified, is entitled to an interpreter for his/herself?
Hidden Agenda for Cochlear Implants
A discussion vlog: Carl Schroeder explains challenges he faced as a Deaf Education teacher. Parents of CI children are often concerned about benefitting from Deaf teachers who do not use voice in classrooms. Hidden agenda for Cochlear Implants do not focus on respect and diversity but on eradicating Deaf teachers from their profession.
Wednesday, April 15, 2009
Teachers Are Blameless
A discussion vlog: Carl Schroeder discusses that we cannot really blame teachers for mediocrity in education. We need to look at environment that allows learning to happen. Oral education can be as cruel as ASL education, but learning is mostly vulnerable if children are not allowed American Sign Language.
AGB + ASL = SHAM
A discussion vlog: Carl Schroeder asserts his credentials and rejects some claims that AGB folks support ASL. Visit the AGB Association and search for ASL and you will find that it doesn't refer people to American Sign Language Teachers Association, Gallaudet University, National Technical Institution for the Deaf or any institutions offering courses in ASL. Carl doesn't even know any colleagues who teach ASL for AGB Association. All in all, Carl formulates that AGB + ASL = SHAM.
Alexander Graham Bell Book Withdrawn!!!!
A show and tell vlog: Carl Schroeder discusses discarding some misleading books from public libraries. The picture book about Alexander Graham Bell was withdrawn, which is an important effort.
Tuesday, April 14, 2009
Alexander Graham Bell for Young Readers
A show and tell vlog: Carl Schroeder shows a picture book about Alexander Graham Bell and wonders whether there should be picture books about Deaf people.
Friday, April 10, 2009
Philosophical Society for American Sign Language
A discussion vlog: Carl Schroeder attempts to delineate philosophical development in American history to propose that we need set up a philosophical society for ASL under the auspices of a university. Probably he will articulate this philosophical society through Western Oregon University.
Thursday, April 09, 2009
ASL Can Do What English Cannot
4 Generations
by Carl SchroederWhat you don't know isn't knowledge. One of the amazing facts about American Sign Language (ASL) has remained as unknown in the media as the tree that fell in the middle of forest.
While talk about ASL abounds, a very few schools teach Deaf children the parts of signs: hand shapes, palm orientations, onset and coda locations, non-manual expressions, and modifier movements. Many well-educated Deaf adults whose language is ASL couldn't even discuss the H-deletion when two signs are used in sequence, and they couldn't even discuss five language components important to effective communication: ASL phonology, ASL semantics, ASL syntax, ASL discourse, and ASL pragmatics. This results in a shameful experience especially when we meet our hearing counterparts who have studied our language and culture for their profession.
Bilingual education seems quite popular in Deaf community, as it is among Spanish speaking people. The difference is that Spanish is a spoken language so "bilingualism" in the United States is just one of many loose and misleading expressions concealing a hidden agenda of language hegemony of English over Spanish. ASL, on the other hand, isn't a spoken language; it is signed.
ASL has a powerful capacity of language borrowing in which the English word order can be used while signing. English does not have this language borrowing power as it cannot be spoken in the ASL "word order." ASL can do what English cannot.
There are all the ingredients here for a tower of Babel or for the kind of bitter disputes over Signed English and initialized signs which have plagued Deaf education. Yet the institutions of higher education, namely Gallaudet University and National Technical Institution for the Deaf, have continued to distribute books on Signed English and initialized signs. These institutions are sending out wrong signals to our society.
ASL may be a language of great beauty and subtly, but if you keep bastardizing ASL, you cannot use it to communicate honestly. Signing in the English word order constantly is like painting yourself into a corner for life. Use ASL as much as you know it!
Wednesday, April 08, 2009
AGBell Didn't Destroy the Martha's Vineyard Island Community
A discussion vlog: Carl Schroeder explains his understanding of Alexander Graham Bell's research of Martha's Vineyard Island that began in 1883, unbeknown of Mendelian genetics.
Why Deaf-Mute Commonwealth (1857-1858)
A discussion vlog: Carl Schroeder rationalizes "On Planning a Deaf-Mute Commonwealth" published in Deaf World: A historical reader and primary sourcebook edited by Lois Bragg. Before the establishment of National Deaf-Mute College during the American Civil War, there must be Deaf people who searched for a Deaf commonwealth so that "preaching and lectures in the sign language, and libraries ... may improve their minds and hearts ... (p. 14)."
Tuesday, April 07, 2009
Deaf Schools to Adopt ASL Proficiency Interview
A discussion vlog: Carl Schroeder discusses ASL Proficiency Interview (ASLPI) as a powerful tool in Deaf Education.
Monday, April 06, 2009
Newsweek: The Decline and Fall of Christian America
A non-deaf -related discussion vlog: Carl Schroeder discusses how Christians today are manipulated by St. Jerome of Catholic Church. In the 4th century The Church appointed Jerome to assemble and omit many, many stories into what is called The Bible today. People who follow this type of The Bible subtly follow Jerome the man.
Language and Culture Wars
A discussion vlog: Carl Schroeder discusses that we can't control the language and culture wind, but we can adjust our sails toward American Sign Language.
Sunday, April 05, 2009
KE KUMU A'O A ME KA HAUMANA (The Teacher and the Student)
A show-n-tell vlog: Carl Schroeder shares a pictorial history he brought from Hawai'i. There is a saying in Hawai'ian: "I hemahema ia haumana, ili ka'ahewa i ke kumu." (If the pupil is unskilled, the errors reflect on the teacher.)
Saturday, April 04, 2009
Teach Deaf Children English through ASL
A vlog discussion: Carl Schroeder discusses that as Japanese children learn English through the Japanese language, so Deaf children can learn English through ASL. Carl himself learned English through his home language, Gebarentaal (Dutch Sign Language).
Friday, April 03, 2009
AGB Oppressed Mabel Hubbard Bell and Helen Keller
A vlog discussion: Carl Schroeder discusses concisely how Mabel Hubbard Bell and Helen Keller were oppressed and manipulated by Alexander graham Bell and his associates. Mabel Hubbard Bell was made to resign as the first president of American Montessori Society, and Maria Montessori dedicated her book, The Montessori Method, to Helen Keller who decided not to support her.
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