Russell S Rosen
Biographic Data
| ID | 1035261 |
|---|---|
| NAME | Russell S Rosen |
| GIVEN NAMES | Russell S |
| FAMILY NAME | Rosen |
| SIGNATURE | ROSEN R S |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0002-9445-6628 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
L2 ASL high school learners’ perspectives of Deaf communities and cultures
Hearing people have given their perspectives on deaf1 people and their abilities since antiquity. Recent years have witnessed growth in American Sign Language (ASL) classes as a world language2 in U.S. high schools. This study examines hearing ASL learners’ perspectives of the communities and cultures of signing deaf people after they learned about them as a part of their learning of ASL as a world language and assesses the basis on which they de…
Life-Story Narratives of Deaf and Hard-of-Hearing People as Sensory Autobiographies of Deafness
Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms: A Partial Replication Study
Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) fo…
Introduction to the Special Issue: Learning Sign Languages as Additional Languages: Considering Language- and Modality-Specific Factors
Additional language (L2/Ln) research largely focuses on learners whose first languages are spoken and who are learning additional spoken languages. In the past few decades, sign languages have become increasingly popular for hearing students in schools. These students must not only learn the vocabulary and grammar of sign languages but also manage a different modality (that is, the channels of production and reception of language) than their firs…
Foreign language ideology and American Sign Language in US public education
American Sign Language has been used at schools and programs for signing deaf and hard of hearing students in US history. Recently, American Sign Language (ASL) was offered as a foreign language to students who speak and hear for foreign language credit at American secondary schools. The movement of the language from its place in deaf education to one of the foreign languages taught in public general education is due to changing ideologies about …
Geographies in the American DeafWorld as institutional constructions of the deaf body in space: The sensescape model
Space is a site where culture and body meet. It is a physical text of cultural constructions of the body that articulate personal, social and material functions and arrangements. The American DeafWorld consists of spaces where deaf and hard of hearing people are found. The geographies in the DeafWorld are the sites where different institutions create and imprint their ideologies, practices and properties pertaining to their sensory notions of the…
From Words Made Flesh to Flesh Made Words
Sensory Orientations and Sensory Designs in the American Deafworld
In order to understand the meaning of deafness, one needs to understand the role of senses in culture. The DeafWorld is a sensory world. People who are d/Deaf create their own sensory profile. There are three principal sensory orientations among d/Deaf people in the American DeafWorld: visual, auditory, and tactile. These orientations have led to the invention of visual, tactile, and auditory sensible objects and architectures to fit the d/Deaf w…
Gallaudet: Trendsetter or Replicator
Descriptions of the American deaf community, 1830–2000: Epistemic foundations
Prior to the formation of schools for the deaf in America in the early 19th century, with rare exceptions, deaf people lived under largely solitary conditions. After the formation of such schools they became a community with their own language, organizations and cultural traditions. Several social theorists have proffered various descriptions of the American deaf community. Prior studies have described the American deaf community in medical, disa…
Looking Inside or Outside? A Review of Inside Deaf Culture
In Inside Deaf Culture, the authors seek to connect events in American Deaf culture not into a history, but a chronicle of its interfaces with the American hearing culture that attest to Deaf culture's persistent power in (re)defining Deaf people. Deaf culture, the authors suggest, began at residential schools for the deaf in early 19th century, where deaf children were resuscitated from isolation in families and society; physically and sexually …
Representations of Sound in American Deaf Literature
Sound plays a prominent role in narrative description of characters and environs in mainstream American literature. A review of American Deaf literature shows that the representations of sound held for deaf writers are in extensional and oppositional terms. American deaf writers, in their descriptions of entities, characters, functions, and settings, have created different representations of sound. In American Deaf literature, the representations…
Jargons for deafness as institutional constructions of the deaf body
Jargons for deafness are seen here as social institutional constructions of the deaf body. Social institutions develop agendas commensurate with their view of the place of deaf people in society, create jargons to define its deaf clientele base and proffer programmes to construct them. This study examines current jargons developed by constellations of ‘healing’, ‘helping’ and ‘agencist’ social institutions developed in the USA since 1990 in light…
Sensory Orientations and Sensory Designs in the American Deafworld
In order to understand the meaning of deafness, one needs to understand the role of senses in culture. The DeafWorld is a sensory world. People who are d/Deaf create their own sensory profile. There are three principal sensory orientations among d/Deaf people in the American DeafWorld: visual, auditory, and tactile. These orientations have led to the invention of visual, tactile, and auditory sensible objects and architectures to fit the d/Deaf w…
Geographies in the American DeafWorld as institutional constructions of the deaf body in space: The sensescape model
Space is a site where culture and body meet. It is a physical text of cultural constructions of the body that articulate personal, social and material functions and arrangements. The American DeafWorld consists of spaces where deaf and hard of hearing people are found. The geographies in the DeafWorld are the sites where different institutions create and imprint their ideologies, practices and properties pertaining to their sensory notions of the…
Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms: A Partial Replication Study
Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) fo…
Foreign language ideology and American Sign Language in US public education
American Sign Language has been used at schools and programs for signing deaf and hard of hearing students in US history. Recently, American Sign Language (ASL) was offered as a foreign language to students who speak and hear for foreign language credit at American secondary schools. The movement of the language from its place in deaf education to one of the foreign languages taught in public general education is due to changing ideologies about …
Descriptions of the American deaf community, 1830–2000: Epistemic foundations
Prior to the formation of schools for the deaf in America in the early 19th century, with rare exceptions, deaf people lived under largely solitary conditions. After the formation of such schools they became a community with their own language, organizations and cultural traditions. Several social theorists have proffered various descriptions of the American deaf community. Prior studies have described the American deaf community in medical, disa…
Jargons for deafness as institutional constructions of the deaf body
Jargons for deafness are seen here as social institutional constructions of the deaf body. Social institutions develop agendas commensurate with their view of the place of deaf people in society, create jargons to define its deaf clientele base and proffer programmes to construct them. This study examines current jargons developed by constellations of ‘healing’, ‘helping’ and ‘agencist’ social institutions developed in the USA since 1990 in light…
Jargons for deafness as institutional constructions of the deaf body
Jargons for deafness are seen here as social institutional constructions of the deaf body. Social institutions develop agendas commensurate with their view of the place of deaf people in society, create jargons to define its deaf clientele base and proffer programmes to construct them. This study examines current jargons developed by constellations of ‘healing’, ‘helping’ and ‘agencist’ social institutions developed in the USA since 1990 in light…
Looking Inside or Outside? A Review of Inside Deaf Culture
In Inside Deaf Culture, the authors seek to connect events in American Deaf culture not into a history, but a chronicle of its interfaces with the American hearing culture that attest to Deaf culture's persistent power in (re)defining Deaf people. Deaf culture, the authors suggest, began at residential schools for the deaf in early 19th century, where deaf children were resuscitated from isolation in families and society; physically and sexually …
Representations of Sound in American Deaf Literature
Sound plays a prominent role in narrative description of characters and environs in mainstream American literature. A review of American Deaf literature shows that the representations of sound held for deaf writers are in extensional and oppositional terms. American deaf writers, in their descriptions of entities, characters, functions, and settings, have created different representations of sound. In American Deaf literature, the representations…
Descriptions of the American deaf community, 1830–2000: Epistemic foundations
Prior to the formation of schools for the deaf in America in the early 19th century, with rare exceptions, deaf people lived under largely solitary conditions. After the formation of such schools they became a community with their own language, organizations and cultural traditions. Several social theorists have proffered various descriptions of the American deaf community. Prior studies have described the American deaf community in medical, disa…
Gallaudet: Trendsetter or Replicator
Sensory Orientations and Sensory Designs in the American Deafworld
In order to understand the meaning of deafness, one needs to understand the role of senses in culture. The DeafWorld is a sensory world. People who are d/Deaf create their own sensory profile. There are three principal sensory orientations among d/Deaf people in the American DeafWorld: visual, auditory, and tactile. These orientations have led to the invention of visual, tactile, and auditory sensible objects and architectures to fit the d/Deaf w…
From Words Made Flesh to Flesh Made Words
Geographies in the American DeafWorld as institutional constructions of the deaf body in space: The sensescape model
Space is a site where culture and body meet. It is a physical text of cultural constructions of the body that articulate personal, social and material functions and arrangements. The American DeafWorld consists of spaces where deaf and hard of hearing people are found. The geographies in the DeafWorld are the sites where different institutions create and imprint their ideologies, practices and properties pertaining to their sensory notions of the…
Foreign language ideology and American Sign Language in US public education
American Sign Language has been used at schools and programs for signing deaf and hard of hearing students in US history. Recently, American Sign Language (ASL) was offered as a foreign language to students who speak and hear for foreign language credit at American secondary schools. The movement of the language from its place in deaf education to one of the foreign languages taught in public general education is due to changing ideologies about …
Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms: A Partial Replication Study
Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) fo…
Introduction to the Special Issue: Learning Sign Languages as Additional Languages: Considering Language- and Modality-Specific Factors
Additional language (L2/Ln) research largely focuses on learners whose first languages are spoken and who are learning additional spoken languages. In the past few decades, sign languages have become increasingly popular for hearing students in schools. These students must not only learn the vocabulary and grammar of sign languages but also manage a different modality (that is, the channels of production and reception of language) than their firs…
L2 ASL high school learners’ perspectives of Deaf communities and cultures
Hearing people have given their perspectives on deaf1 people and their abilities since antiquity. Recent years have witnessed growth in American Sign Language (ASL) classes as a world language2 in U.S. high schools. This study examines hearing ASL learners’ perspectives of the communities and cultures of signing deaf people after they learned about them as a part of their learning of ASL as a world language and assesses the basis on which they de…
Life-Story Narratives of Deaf and Hard-of-Hearing People as Sensory Autobiographies of Deafness
Hearing Impairment and Communication (10 works) · Psychology (10 works) · Linguistics (7 works) · Language, Discourse, Communication Strategies (5 works) · Sign language (5 works) · Sociology (5 works) · American Sign Language (3 works) · Deaf culture (3 works) · Law (3 works) · Pedagogy (3 works)