Reflective Writing on “ for Hearing People Only” by Matthew Moore

Introduction

“For Hearing People Only(FPO)” is a thoughtful book written by Matthew Moore to bridge the gap between hearing and deaf communities. Myths, misconceptions, and stereotypes exist when people are different; hence, the book tries to clear things up. The book uses personal anecdotes and insightful analysis. It relies on the history of deaf schools to explore the challenges that deaf individuals face in a world where a huge percentage can hear. Individuals with hearing impairment rely on sign language to communicate; however, they face challenges since some communities and individuals have yet to recognize sign language as a mode of communication. Therefore, FPO discusses the need to embrace sign language using a question-and-answer format to address questions about deaf people, their community, and their language.

Chapter 1

The chapter focuses on the history of American Sign Language(ASL). It traces ASL to a community in Chilmark and West Tisbury, which was combined with the French Sign Language(FSL). In the 19^th Century, parents with deaf children could either send them to a deaf Braidwood Academy in Scotland or provide private tutoring at home(Moore and Levitan,32). Therefore, poor parents sent their deaf children to asylums where they did not receive any education. France had deaf schools before America; hence, it was not until prestigious families in Connecticut that America decided to find a deaf school for their children. Despite wide prejudice against using sign language, ASL has garnered public attention and compassion(Moore and Levitan,30). Before, deaf children were prohibited from using sign language in language or school for the deaf because it was viewed as an inferior language. Some categorized it as an animal language. However, ASL has made progress and has become the third language in America. Linguists have also begun paying attention to ASL, which continues to enrich American culture through theatre, poetry, song, and storytelling.

In this chapter, I chose the history of ASL and deaf education, which began because of Alice, the daughter of a prestigious man, Dr Mason Fitch Cogswell. The empathizing state of Alice’s lack of hearing attracted the attention of a wealthy merchant family, the Gallaudet, who sympathized with her. The chapter is intriguing as it follows Gallaudet’s journey to rally support to form a deaf school, learn sign language, and teach it to others(Moore and Levitan, 33). Surprisingly, deaf school was introduced by an individual with hearing ability. However, it provides insight that individuals with hearing and talking abilities are in a better position to create a better world for individuals with disabilities. It is also surprising that sign language gained traction in theatres, poetry, and chimes, yet it was viewed as an inferior language.

 Chapter 2

Modes of communication vary based on country and region, and so does language. For instance, in England, sign language varies from city to city. However, ASL has tried to standardize sign language to ensure that similar signs are used in its states. Therefore, ASL use has extended to Canada(Moore and Levitan,39). Sign language was first brought to America from France. However, it has been modified over time such that sign language used in France and America differ. Different sign languages reflect different histories and cultures. Globally, verbal and non-verbal cues vary; hence, one should be keen while communicating, and so should sign language. A perfectly acceptable sign in one language could turn out to be an obscenity in another language. Therefore, signers from one country need help communicating with signers from another country. However, deaf people are inventive to ensure that they establish mutual understanding and build on that foundation. Sign language does not have an internationally recognized sign, and it is impractical to have several interpreters on stage. Therefore, Gestuno, sign language partly based on ASL to offer simple communications and introduce acts(Moore and Levitan,41). ASL is close to a universal sign language because it is popularly known.

FPO cannot answer questions based on sign language without first recognizing differences that exist in sign language. Therefore, comparing different sign languages in different countries is the first step to understanding deaf people and their communities. The chapter provides insight into the fact that sign language, like English, has slang. It is surprising that when deaf people from different countries are assembled in a room, they cannot use one interpreter. Therefore, understanding this shortcoming of sign language highlights the need to have ASL taught universally because it is already popular to ease communication among deaf people globally when they interact.

Chapter 4

The deaf language began in France, where the deaf community made it their exclusive property. Afterward, many scholars became interested in the language. However, many of them were interested in imposing their misguided philosophies and notions about the language onto other pupils and never considered that deaf people already had their visual means of communication. However, some scholars, such as Abbe de L’Épée, had an open mind; thus, they approached deaf education by learning from people who were deaf or hard of hearing themselves(Moore and Levitan,48). When deaf children go to school, they already have a background in sign language, which they have picked from other deaf individuals they have interacted with at home. Therefore, deaf teachers need to pick from this background and improve the child’s language.

As the chapter highlights the methods of teaching in a deaf school, it also explains the importance of meeting deaf students where they are. For instance, when teaching sign language afresh, deaf tutors need to acknowledge the basic knowledge that a student has. The chapter focuses on the need to meet deaf individuals where they are to ensure effective communication(Moore and Levitan,49). Each language has its shortcomings, hence the need to learn from individuals who are involved. Surprisingly, some tutors force their philosophies on deaf students, yet the students are the ones with a communication problem. As a teacher, it is vital to listen to the students and build their learning from what they already have. Therefore, this chapter is vital in understanding deaf individuals. Therefore, people with hearing should first learn sign language to ensure effective communication between them and individuals with hearing impairment. I have also learned that sign is a language in its own right rather than a mere collection of signs; hence, it can be free of clear rules to promote communication.

 Conclusion

Language is vital in communication; hence, sign language has changed over the years. ASL has become standardized; hence, it is popularly known and has been adopted by neighboring countries in America. The lack of a universal sign language shows that the community needs more work to cater to the needs of deaf people globally. Therefore, FPO is vital in its transition.

Work Cited

Moore, Matthew S., and Linda Levitan. “For Hearing People Only: Answers to some of the most commonly asked questions about the deaf community, its culture, and the” deaf reality.” (No Title) (2016).