Deaf education officially began in Portugal in 1823, with Pedro Aron Borg, at the invitation of D. João VI and his daughter, D. Isabel. In Brazil, it began in 1857, when Édouard Adolfo Huet Merlo founded the first institution, with the consent of D. Pedro II. The Royal Institute for the Deaf-Mute and the Blind in Lisbon and the Imperial Institute…

Linguistic landscape studies (LLS) involve analyzing public signs in specific areas (e.g., streets, entire cities) to reveal the socio-cultural and sociolinguistic structures present. Turkey has been influenced by various cultures, particularly following the refugee influx starting in 2011 and recent internationalization efforts. Such social…

Anecdotal evidence strongly suggests that members of the First Nations Deaf community experience more barriers when engaging with the criminal justice system than those who are not deaf. Therefore, our purpose for writing this article is to highlight legal and policy issues related to First Nations Deaf people, including perspectives of…

When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic…

The first step in engaging deaf and hard of hearing children in language-rich environments is getting their attention. Hearing teachers intuitively raise their voices as they enter their classes to get students' attention; Deaf teachers intuitively wait for the students to look at them. Deaf sign language teachers report that when hearing students…

Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is conventionally taught through a direct immersion, communicative approach, so adapting instruction to a remote mode required NZSL teachers to develop new…

Disabled people encounter numerous barriers to accessibility and face discrimination and inequalities in their daily lives. The situation is even more complex for migrants with a disability, who have to learn how to navigate a new bureaucratic system. This study focuses on deaf adult migrants and the linguistic and bureaucratic challenges they…

In the study, we compared the effectiveness and efficiency of two error correction (EC) procedures --a model of the correct response (MoCR) and remove and re-present (RRp)--when using discrete trial training (DTT) in teaching to identify the community signs to children with autism spectrum disorder. We also examined the maintenance and…

Recent linguistic landscape (LL) research has witnessed a change in focus to untypical, peripheral and fluid signs. Compared to typical (or permanent, fixed, etc.) signs which tend to be subject to strong policy intervention, language use on untypical signs is often more autonomous, thus could better reflect the "de facto" language…

Iconicity is a relationship of resemblance between the form and meaning of a sign. Compelling evidence from diverse areas of the cognitive sciences suggests that iconicity plays a pivotal role in the processing, memory, learning, and evolution of both spoken and signed language, indicating that iconicity is a general property of language. However,…

This longitudinal multiple-case study research focused on the scaffolding strategies that two Israeli deaf mothers use to boost their young hearing children's engagement in reading interactions. Despite being significant to language learning, few studies have examined the dialogic reading practices of deaf-signing mothers. The study shows that…

This paper discusses language use and identity patterns in ethnic minority/ethnically heterogeneous multigenerational deaf families in Romania, where at least one of the family members belongs to the ethnic Hungarian minority. Early childhood and school linguistic socialization, language use within the family, and cross-generational transmission…

We investigate the contact situation between Israeli Sign Language (ISL) and Kufr Qassem Sign Language (KQSL) in a bilingual deaf community in Israel. We examine one outcome of language contact, known as reiteration--when two semantically equivalent lexical items from two different languages are produced sequentially. Until now, reiteration has…

The term learning styles (LS) describes the notion that individuals have a preferred modality of learning (i.e., vision, audition, or kinesthesis) and that matching instruction to this modality results in optimal learning. During the last decades, LS has received extensive criticism, yet they remain a virtual truism within education. One of the…

This article describes the changing linguistic landscape on the North Shore of Vancouver, British Columbia, Canada, during the first three months of the COVID-19 pandemic. I present an account of the visual representation of change along the area's parks and trails, which remained open for socially-distanced exercise during the province's…