The 2nd ROLE Symposium

Session

Welcome & Short Presentation Panels [YouTube Playlist]

• Panel 1: Sign Languages (11:05 - 11:20 am)

  1. The heterogeneity of deaf and hard-of-hearing language experience of ASL users in the United States

Felicia Bisnath, Laura Horton, Lina Hou & Savithry Namboodiripad

[video] [abstract]

• 2. Seeing, Signing, and Exploring: The Role of Language Access in Early Discovery

Carly Leannah & Rain Bosworth

[video] [abstract]

• Panel 2: Research-Centered Issues (11:20 - 11:35 am)

  1. Who counts as bilingual? 

Kelly Kendro

[video] [abstract]

• 2. Language experience shapes sentence expectations: rethinking cloze norms

Ana Bautista & Clara Martin

[video] [abstract]

• Panel 3: Profession-Centered Issues (11:35 - 11:50 am)

  1. Beyond Monolingual Norms: Centering Bilingualism in Academic Spaces

Reinaldo Cabrera Perez & Jasmin Hernandez Santacruz

[video] [abstract]

• 2. Translanguaging as a basic need: linguistic inequalities in the Czech educational sector

Marta Poeta, Milena Poeta, & Teresa Poeta

[video] [abstract]

• 3.  Insufficiencies in pre-professional training of bilingual speech-language pathologists

Angela Montes & Eve Higby

[video] [abstract]

Keynote Presentation: Dr. Anna Lim (Boston University)

Break (30 min)

Thematic Workshops

Details provided after registration

The Impossible Multilingual

What does it mean to be considered “multilingual” in a world that is obsessed with hearingness and speech and the use of this auditory-oral modality to perceive and convey language? Such is the central inquiry and discussion of this presentation. There will be a reckoning of White Deaf native signerism (definition co-constructed with Dr. Lina Hou) and the widespread use of the label “atypical language users” in the interpreting field. With this reckoning leading to a grounding that is rooted in the conceptualization of how language is used in discourse and how context will always shape language use in discourse, we will begin to analyse how a deaf individual’s languaging is essentially a product of their culture and community. The frameworks of deaf liminality, translanguaging, raciolinguistics, and crip linguistics will be expounded on with the idea that these are just three of the many perspectives brought up in research on the languaging of deaf individuals with intersectional experiences. Discourse strategies (or approaches to communication by and with interlocutors who have different language practices) will be discussed in the light of the current state of Deaf Education in the United States and how deaf students in general and immigrant deaf students in particular navigate the system. Implications for educational practices by teachers of the deaf and teachers in mainstreamed classrooms as well as for healthcare provision of speech and language pathologists and other school professionals who work with deaf students will be reviewed.