Can signed language be planned? Implications for interpretation in Spain
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Victòria Gras
Abstract
Signed language in Spain as a language planning target has recently become a subject for debate. The increasing number of second language (hearing) learners, as well as functional expansion (in education and media) has led to a conscious awareness of the language. Also, the recent approval of the law on the recognition of Spanish Signed Language seems to predict the institutionalization of the language planning process. In this chapter, we discuss the role of signed language interpreters in this process as a whole. We show the direction that language planning activities have taken so far, and provide an insight into a suitable future direction.
Abstract
Signed language in Spain as a language planning target has recently become a subject for debate. The increasing number of second language (hearing) learners, as well as functional expansion (in education and media) has led to a conscious awareness of the language. Also, the recent approval of the law on the recognition of Spanish Signed Language seems to predict the institutionalization of the language planning process. In this chapter, we discuss the role of signed language interpreters in this process as a whole. We show the direction that language planning activities have taken so far, and provide an insight into a suitable future direction.
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
