Fig. 6
Introductions
When meeting a Deaf person, it is not unusual for them to state their full name, followed by where they are from. Compared to non-Deaf culture, this is a bit odd. Deaf people do this because their community is very small, so linking information is a method of preserving group cohesiveness. In addition, Deaf people may share where they grew up and what school (often Deaf schools) they attended. It is common that Deaf people who have never met, know some of the same people. By sharing information and making these connections, Deaf people can identify themselves to other people in their cultural group.
When meeting a Deaf person, it is not unusual for them to state their full name, followed by where they are from. Compared to non-Deaf culture, this is a bit odd. Deaf people do this because their community is very small, so linking information is a method of preserving group cohesiveness. In addition, Deaf people may share where they grew up and what school (often Deaf schools) they attended. It is common that Deaf people who have never met, know some of the same people. By sharing information and making these connections, Deaf people can identify themselves to other people in their cultural group.
Eye contact
During conversation, a Deaf person expects to always maintain eye contact. Breaking the gaze may come off as rude or uninterested, and leave an overall bad impression. In non-Deaf culture, staring is considered impolite. Carol Padden (1989) explains how Deaf people have learned to "watch hearing people's faces for short periods of time, then look away quickly in order to avoid being thought as "stupid" or "making improper advances."".
During conversation, a Deaf person expects to always maintain eye contact. Breaking the gaze may come off as rude or uninterested, and leave an overall bad impression. In non-Deaf culture, staring is considered impolite. Carol Padden (1989) explains how Deaf people have learned to "watch hearing people's faces for short periods of time, then look away quickly in order to avoid being thought as "stupid" or "making improper advances."".
Fig. 7
Getting one's attention
There are many ways to get the attention of a Deaf person, including flickering the lights, waving in their peripheral view, tapping them lightly on the shoulder or hitting the floor or surface that would allow them to feel vibrations.
There are many ways to get the attention of a Deaf person, including flickering the lights, waving in their peripheral view, tapping them lightly on the shoulder or hitting the floor or surface that would allow them to feel vibrations.
Deaf classrooms
In a non-Deaf classroom, it is easy for students to pay attention while multitasking or directing their gaze somewhere other than the person who is speaking. In a Deaf classroom, it is important for all participants to be able to see each other and what everyone's saying. In order to do this, tables and chairs are arranged in a U-shape instead of rows.
In a non-Deaf classroom, it is easy for students to pay attention while multitasking or directing their gaze somewhere other than the person who is speaking. In a Deaf classroom, it is important for all participants to be able to see each other and what everyone's saying. In order to do this, tables and chairs are arranged in a U-shape instead of rows.
Pointing
Since ASL is a spatial language, Deaf people often point to refer to people or things. This leads many people to believe that Deaf people are rude, because in non-Deaf culture, pointing is taught to be rude. Instead, Deaf people use pointing as a part of their language and is a normal cultural behaviour.
Since ASL is a spatial language, Deaf people often point to refer to people or things. This leads many people to believe that Deaf people are rude, because in non-Deaf culture, pointing is taught to be rude. Instead, Deaf people use pointing as a part of their language and is a normal cultural behaviour.
Facial Expressions
Included in the grammar of American Sign Language are facial expressions using movements of the eyes, face and head. (Padden, 1989, p.12) For example, when asking a wh-question (who, what, when, etc.), one must have furrowed eyebrows. When asking a yes or no question, one's eyebrows are raised. This is correct grammar and is not to be mistaken for the emotions of the Deaf person.
Included in the grammar of American Sign Language are facial expressions using movements of the eyes, face and head. (Padden, 1989, p.12) For example, when asking a wh-question (who, what, when, etc.), one must have furrowed eyebrows. When asking a yes or no question, one's eyebrows are raised. This is correct grammar and is not to be mistaken for the emotions of the Deaf person.
Leave taking
After a gathering or event, it can take a long time for Deaf people to say their goodbyes. Often, one would bid farewell, only to continue a conversation or start up a new one. This is normal and can happen many times, leading to goodbyes lasting as long as an hour. One reason why Deaf people do this because they value the company and interaction with other Deaf people. (Padden, 1989, p.10)
After a gathering or event, it can take a long time for Deaf people to say their goodbyes. Often, one would bid farewell, only to continue a conversation or start up a new one. This is normal and can happen many times, leading to goodbyes lasting as long as an hour. One reason why Deaf people do this because they value the company and interaction with other Deaf people. (Padden, 1989, p.10)