Signall II: Raising the Profile of Signed Languages in Europe

1. Signall II: Raising the Profile of Signed Languages in Europe • John Walker • Convenor of Deaf Studies • Centre for Community Engagement • University of Sussex

2. 21st Anniversary • European Parliament recommendation on Signed Languages (1988, and again 1998). • “The European Parliament [...] calls on the Commission to make a proposal to the Council concerning official recognition of the sign language used by deaf people in each Member State.” • Approximately 1 in 1000 are Deaf signed language users or 409,426 people in Europe.

3. Signed Language Recognition (Timmermans 2003, De Wit 2008) • Austria (rec. 2005) • Belgium (rec. 2003/2006) • Czech Republic (rec. 1998) • Denmark • Estonia (rec. 2007) • France (rec. 2005) • Finland (const. 1995) • Germany (rec. 2002) • Greece • Hungary • Ireland • Italy • Latvia (rec. 2000) • Lithuania (rec. 1996) • Netherlands • Norway • Poland • Portugal (const. 1997/2005) • Romania (rec. 2002) • Slovakia (rec. 1995) • Slovenia (rec. 2002) • Spain (rec. 2007) • Sweden (rec. 1981) • Switzerland • United Kingdom (rec. 2003)

4. Recognition of BSL • 18th March 2003, declared by Maria Eagle MP, Department of Work and Pensions. • Initially, £1.5 million have funded a range of implementation projects to create new resources (eg. Translation software for GPs, Post Office, etc.). • Currently, DCSF have funded £800k to increase BSL teaching for education and families.

5. A society without signed languages • Deaf people hold a lower skill in English compared to their hearing counterparts (Conrad 1979). • Deaf people are least likely to use basic services, such as GPs (A Simple Cure, RNID 2004). • Deaf people are underemployed (Kyle and Allsop 1997) • Significant under-representation of Deaf people at the third level (Leeson 2008).

6. “Without sign languages Deaf people cannot function and participate fully in society. Because it is through sign languages that Deaf people communicate with the outside world. Take sign language away from a Deaf person and s/he is ‘disabled’ because s/he doesn’t have a language to communicate. Without sign language/s Deaf people cannot ‘survive’ in society, cannot get an education, cannot communicate, etc.” (Stevens 2005: 4).

7. Signall Project (2005 - 7)

8. Outputs and outcomes • Raising the profile of the community of signed language users (Adverts). • Collating a range of narratives from employers and employees who are Deaf (Case Studies) or work with Deaf people. • Knowledge transfer to potential employers (Best practice guide, documentary, website). • International collaboration to raise the profile of signed languages and the communities that use them.

9. Received the European Award for Languages in Ireland (Leargas).

10. www.signallproject.com

11. Signall Project II (2007 - 9)

12. Partners • Ireland (Interesource Group (Ireland) Ltd. and Trinity College Dublin). • United Kingdom (University of Sussex). • Finland (Finnish Association of the Deaf). • Poland (Foundation for the Promotion of Entrepreneurship). • Czech Republic (Grant Advisor).

13. Snapshot on the Status of Signed Languages • Sign on Europe (1998), University of Bristol. • A repeated and comparative survey in UK, Ireland, Poland, Finland and Czech Republic. • Comparing the range of perceptions and awareness of signed languages in Europe within Deaf community, society and service providers.

14. International Perspectives on Deafness • An ECTS accredited on line learning course, titled ‘perspectives on deafness’. • Accessible in 5 different signed languages and 4 written languages. • Set at a level 1 undergraduate programme and awarded on completion of assessment. • Includes research data, case studies, interviews, literary review, supportive text... contained in a Moodle platform.

15. And in practice... • Similar and dissimilar histories eg. segregated education in Ireland, tradeunionism in UK and communism in Poland. • Cross-national teaching resources: translation vs. re-teaching. • Range of status for signed languages and communities eg. wider celebration of deafhood in Finland, basic needs and equality in Poland.

16. Content • Three major strands: • The perspective on deafness: the Deaf community, cultural and historical contexts. • Medical, social, personal. • International perspectives on deafness

17. Learning outcomes • Appreciation of historical contexts. • Describe major milestones in history. • Describe major philosophical influences that respond to deafness. • Describe the models of disability. • Describe the human rights agenda. • Define Deafhood, Deaf Ethnicity, and Deaf Ethnosexuality. • Compare to a wider EU and global context. • Identify contemporary perspectives on deafness and Deafhood. • Appreciation of sub-communities. • The impact of education.

18. E-learning • Moodle platform • Separated into learning outcomes with videoed lessons, presentation material, and assessment tasks. • Facilitated on site or independently by students.

19. Why this works? • Deaf people, across Europe, are least likely to attain the educational levels required to enter university. • Opportunity to receive an education in the Deaf student’s first language and in their own time. • Created by academics and informed by members of the community.

20. Why is it important? • UN Convention of Rights for People with Disabilities. Ratified by UK in June 2009 with optional protocol to follow. Several articles mention ‘signed languages’. • Art. 1: Definition • Art. 9: Accessibility • Art. 21: Freedom of opinion, expression and access to information • Art. 24: Education • Art. 30: Participation in cultural life

21. j.walker@sussex.ac.uk