Samuel J Supalla
Contact
- (520) 621-9466
- EDUCATION, Rm. 412
- TUCSON, AZ 85721-0069
- ssupalla@arizona.edu
Bio
No activities entered.
Interests
No activities entered.
Courses
2020-21 Courses
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American Sign Language I
SERP 370A (Fall 2020)
2019-20 Courses
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American Sign Lang II
SERP 370B (Spring 2020) -
Independent Study
SERP 499 (Spring 2020) -
American Sign Language I
SERP 370A (Fall 2019)
2018-19 Courses
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American Sign Lang II
SERP 370B (Spring 2019) -
Independent Study
SERP 599 (Spring 2019) -
American Sign Lang II
SERP 370B (Fall 2018)
2016-17 Courses
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American Sign Language I
SERP 370A (Spring 2017) -
American Sign Lang II
SERP 370B (Fall 2016)
2015-16 Courses
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American Sign Language I
SERP 370A (Spring 2016) -
Independent Study
SERP 499 (Spring 2016)
Scholarly Contributions
Journals/Publications
- Supalla, S. J., & Cripps, J. H. (2008). Linguistically and Culturally Responsive Education: Linguistic Accessibility and Deaf Children. The Handbook of Educational Linguistics, 174-191.
- Singleton, J. L., Supalla, S., Litchfield, S., & Schley, S. (1998). From Sign to Word: Considering Modality Constraints in ASL/English Bilingual Education. Topics in Language Disorders, 18(4), 16-29.More infoAbstract: As the bilingual education movement receives greater attention within deaf education settings, a theoretical framework for organizing and implementing the American Sign Language (ASL) and English learning experiences among deaf students has not been fully articulated in the literature to date. In this article, the traditional notion of ASL/English bilingualism is critically examined. This model is then contrasted with the "ASL/English as a spoken language" bilingual model in which the modality constraints facing the deaf child are presented as the fundamental issue for ASL/English bilingualism. Empirical and applied research supporting this modality-constrained bilingual model is also discussed.
