Sociolinguistic Differences: US Teachers in Residential Schools & Non-Residential Schools

Abstract

Anthropological research on the US Deaf Community has presented the view that, for deaf children who do not have deaf parents, residential schools are prime places of early enculturation and acculturation into the language and culture of the US Deaf community. Residential schools are often the first places where deaf children see other deaf people and natural forms of signing being used for everyday communication. However, statistical research to support this view is lacking. In order to test the hypothesis that residential schools play a unique role in the enculturation/acculturation of deaf people into the US Deaf Community, the present study examined empirical data supplied by a large number of residential school and non-residential school teachers on their background characteristics and the forms of communication they prefer to use in their classrooms. Using this data, we tested for significant differences between residential school and non-residential school teachers and discuss implications of the research for the hypothesized importance of residential schools in enculturation/acculturation of deaf students into the language and culture of the US Deaf community.