Jean F. Andrews is currently Professor Emerita, Department of Deaf Studies and Deaf Education, Lamar University, Beaumont, Texas. She earned a PhD in Speech and Hearing Sciences at the University of Illinois, Champaign-Urbana. Her research interests are language and literacy of deaf individuals, including those from China and other international countries, bilingual education, forensics and deaf defendants, and children’s literature. Her forthcoming current publication is Multiple Paths to Become Literate: International Perspectives in Deaf Education and she has had articles published in journals such as Psychology, Early Child Development and Care, The Qualitative Report, Deafness & Education International, and Bilingual Research Journal.
Elidea L.A. Bernardino is an Associate Professor at Universidade Federal de Minas Gerais, Brazil, teaching at the graduate program in linguistics and applied linguistics and also on the undergraduate program. She got her doctoral degree at Boston University (2006). She developed postdoctoral studies at the University of New Mexico (2016) and Universidade Federal de Minas Gerais (2009). Her research interests include sign languages studies, teaching sign language as L1 and L2, deaf education, and computer-mediated language teaching. Her published books include Absurdo ou lógica? Os surdos e sua produção linguística (2000) and Letramento na diversidade: Surdos aprendendo a ler e escrever (2018). She has articles published in Revista Brasileira de Educação, Educação em Foco (Juiz de Fora), Texto Livre, Revista Brasileira de Linguística Aplicada, Revista Virtual de Estudos da Linguage, and Linguagem.
Keith M. Cagle is Professor and Chairperson of the Department of Interpretation and Translation at Gallaudet University, Washington DC. He received his PhD in Educational Linguistics from the University of New Mexico. He has been teaching ASL and interpreting courses since 1986. He was the Interpreter Education program chair at Central Piedmont Community College. He led the curriculum development and revisions on some ASL and interpreting courses and on for four interpreting education programs in North Carolina. Currently he is serving on the Center for the Assessment of Sign Language Interpretation board. He was American Sign Language Teachers Association president in 1990–1995. He was the American Sign Language Teachers Association (ASLTA) Evaluation chairperson in 2000–2015. He served on the North Carolina interpreter licensing board for four years.
Jeffrey E. Davis has been Professor of Theory and Practice in Teacher Education at the University of Tennessee-Knoxville since 2000. He earned his doctoral degree in educational linguistics at the University of New Mexico in 1990. He has published over 35 research articles and chapters on the subjects of sign language linguistics and interpretation. He has authored two books: Hand Talk: Sign Language among American Indian Nations (2010) and Sign Language Interpreting in Multilingual and Multicultural Contexts (2010). He holds CSC, CI & CT, SC:L certificates.
Hilary Dumbrill is a Specialist Speech and Language Therapist who has worked in all areas of special educational need and currently works in a non-maintained special school for deaf children in the UK. She is also a trained play therapist registered with the British Association of Play Therapists. Her research interests are the attachment, relationships, language, communication, memory, learning, social skills, and mental health.
Jordan Fenlon is Assistant Professor in British Sign Language in the Department of Languages and Intercultural Studies at Heriot-Watt University, Edinburgh. He completed his PhD at University College London in 2010 and went on to work for the British Sign Language Corpus Project as a postdoctoral researcher. His research, published in journals such as Language, Glossa, Open Linguistics, and Language and Communication, has focused mainly on the sociolinguistics of sign language using corpus linguistics as a methodology.
Leah C. Geer (Zarchy) is an Assistant Professor and Program Coordinator of American Sign Language and Deaf Studies at California State University at Sacramento. She completed her PhD in Linguistics from The University of Texas at Austin in 2016. Her research interests are in the phonetics and phonology of signed languages, second language acquisition, and fingerspelling. Her most recent publication appeared in Language Teaching Research.
Carmel Grehan is Assistant Professor at the Centre for Deaf Studies at Trinity College Dublin where she contributes to teaching across the Bachelor in Deaf Studies programme. She holds a Postgraduate Diploma in Teaching and Learning (TCD), and an M.Phil in Applied Linguistics (TCD). Her research interests include gendered – and particularly female ‒ signing in the Irish Deaf community, where she completed her thesis as part of her M.Phil studies. Her research focus is on mapping the Common Framework of References for Language (CEFR) to Irish Sign Language and the development of a European Language Portfolio (ELP) for signed languages (with Lorraine Leeson). She has a number of peer-reviewed publications and conference papers on CEFR and ELP.
Reiner Griebel is a teacher and research assistant at the University of Cologne, Germany, as well as a trained sign language lecturer (University of Cologne, 2003). He has co-founded various university and non-university programs for sign language training in the German federal state of North Rhine-Westphalia. In recent years, Reiner has been involved in a program for the adaptation of CEFR to the assessment and teaching of German Sign Language. His research is currently dedicated to the non-manual features of this sign language. Selected publications are in Das Zeichen journal, LREC 2018 Proceedings of the Eleventh International Conference on Language Resources and Evaluation, and a chapter in McKee et al., Teaching and Learning Signed Languages (2014).
Tobias Haug studied sign linguistics at Hamburg University and Deaf Education at Boston University, where he received his masters in 1998. In 2009, he earned his PhD in Sign Languages from Hamburg University. In 2017 he completed a Distance Masters in Language Testing at Lancaster University. Since 2004, he has been the Program Director of and Lecturer in the sign language interpreter program at the University of Applied Sciences of Special Needs Education in Zurich. His key research interests are topics around sign language test development and validation for different groups of learners and issues around directionality in sign language interpreting.
Dan Hoffman is ASL Education Coordinator and Clinical Assistant Professor in Theory and Practice in Teacher Education at the University of Tennessee at Knoxville since 2018. He received his Doctorate in Deaf Studies/Deaf Education at Lamar University in 2014. He has published an article in The Qualitative Report and a chapter in the Social Constructions of Deafness: Examining Deaf Languacultures in Education (2012).
Robert Hoffmeister is currently Professor Emeritus in Deaf Studies, Boston University and the Center for Research and Training at The Learning Center for the Deaf in MA. Robert conducts research in deaf education, signed language acquisition, assessment and measurement of American Signed Language, language education, and sociolinguistics. Current projects include the creation of a website that permits Deaf students to access “ASL STEM” concepts without going through English and the American Sign Language Assessment Instrument (ASLAI), a comprehensive test designed to measure ASL knowledge in Deaf children aged 4–18 years. (See www.ASLeducation.org for more details.) He is the co-author of Journey into the Deaf World (with Lane and Bahan, 1996), and has published articles in Cognition, Journal of Speech and Hearing, Language Learning, Journal of Deaf Education and Deaf Studies, Frontiers in Psychology: Cognitive Science, Sign Language Studies, among others.
Ingela Holmström is Assistant Professor and Lecturer at the Department of Linguistics, Stockholm University, Sweden. She has a PhD in Education from Örebro University in 2013 and her research is directed towards communication issues in interactions between deaf, hard-of-hearing, and hearing people both in and outside school contexts. She has a special interest in multilingualism and also conducts research on second language teaching of sign language. In addition, she has a background as a teacher for the deaf in upper secondary schools in Sweden. She has published in journals such as Deafness and Education International, Journal of Linguistic Anthropology, Applied Linguistic Review and Communication Disorders, and Deaf Studies & Hearing Aids.
Joanna Hoskin has worked as a Speech and Language Therapist with deaf children and adults for 25 years. She is currently practicing in and around London, UK. Joanna received her PhD in Human Communication from University College London. Her key interests include developing evidence-based practice in language therapy for deaf children and families who sign, supporting Deaf practitioners to deliver evidence-based interventions for language delays and disorder, and developing co-working practices.
Danielle I.J. Hunt has been a faculty member in the Department of Interpretation and Translation at Gallaudet University since 2013. Dr. Hunt has been working as a professional American Sign Language-English interpreter since 2000. In 2010, she entered the inaugural class of the Gallaudet University’s PhD in Interpretation program and graduated in 2015. Her doctoral dissertation, The Work Is You: Professional Identity Development of Second-language Learner American Sign Language-English Interpreters, is forthcoming. She served as co-editor of the 2014 Conference of Interpreter Trainers proceedings. Her research interests include identity, gatekeeping, professional practice and ethics, performing arts interpreting, and curriculum in interpreter education programs.
Thomas Kaul is Professor in Special Education and Rehabilitation of the Deaf at the University of Cologne, Germany. His work focuses on language fostering of Deaf children and adolescents, sign language as a first and second language, the inclusion of Deaf people as well as Deafness and aging. The University of Cologne is the largest training institution for sign language in Germany offering training programs for (future) teachers for the Deaf, rehabilitation scientists, sign language interpreters, and (future) sign language teachers. Recent publications are in a book, Teilhabe und Inklusion von Menschen mit Hörschädigung in unterschiedlichen Lebenslagen in Nordrhein-Westfalen (Participation and Inclusion of People with Hearing Impairment in Different Life Situations in North Rhine-Westphalia) (2013), a book chapter in McKee et al., Teaching and Learning Signed Languages (2014), and a journal article in Das Zeichen.
Leonid Klinner is Research Associate in the Education and Rehabilitation of the Deaf and the Hard of Hearing at the University of Cologne, Germany. He has initiated the study of DGS (German Sign Language) and is the coordinator of the sign language courses which are offered at the University to qualify (future) teachers. His areas of research focus on first and second sign language learning and teaching.
Hatice Kose is an Associate Professor at the Faculty of Computer and Informatics Engineering, Istanbul Technical University, Turkey, coordinating the Cognitive Social Robotics Lab, since 2010. She received her PhD from the Computer Engineering Department, Bogazici University, Turkey, in 2006. In 2006–10, she worked as a Research Fellow at the University of Hertfordshire. She was a visiting researcher at Imperial College, UK, in 2010. Her current research focuses on gesture communication (involving sign language) and imitation-based interaction games with social humanoid robots for the education and rehabilitation of children with hearing impairment and children with ASD. She has 70+ publications; leads several national projects, and takes part in several Horizon2020 projects and cost actions, on social assistive robots, sign language tutoring robots, and human-robot interaction.
Christopher Kurz, is Professor in the Masters of Science in Secondary Education program and Director of the DEAF Math-Science Language and Learning Lab at the National Technical Institute for the Deaf in Rochester Institute of Technology. He has taught mathematics and science to K-12 and post-secondary deaf students for 19 years. He co-authored a series of model ASL assessment items and the Guidelines for the Development of American Sign Lamguage Versions of Academic Test Content for K-12 Students published in ASL and English print (2015). With expertise in mathematics education, he has published papers, made numerous presentations, conducted workshops, and developed educational media materials for K-12 teachers of the deaf and educational interpreters. His research and teaching interests include content literacy in mathematics and science, Deaf experience with math and science learning, ASL/English bilingual education, ASL as an academic language in the math/science classroom, evidence-based teaching practices for science and mathematics, and deaf studies. He received his Bachelor in Applied Mathematics from Rochester Institute of Technology and his Doctorate in Foundations of Education from the University of Kansas.
Lorraine Leeson is Professor in Deaf Studies and Associate Dean of Research at Trinity College Dublin (TCD) of the University of Dublin. She holds a PhD in Linguistics (TCD). Her research work focuses on the linguistics and applied linguistics of sign languages, including interpreting studies. Lorraine has authored/co-authored 15 books, more than 50 peer-reviewed papers, and 11 edited volumes. She has also presented over 100 peer-reviewed conference papers, often in collaboration with international colleagues.
Wolfgang Mann is Reader in Special and Inclusive Education at the University of Roehampton, UK where he also leads the Centre of International Research on Special and Inclusive Education. Wolfgang received his PhD in Special Education from the University of California at Berkeley. His key interests include the wider impacts of experiencing a language problem, specifically language development and language difficulties in deaf children, bilingualism, (sign-)language acquisition and assessment, and computer- and mobile-assisted language testing. Wolfgang is Associate at the Deafness Cognition and Language Research Centre (DCAL) at University College London (UCL).
David Martinez is currently Research Associate at the Advanced Research Laboratory for Information and Security at the University of Maryland. He holds a Doctorate in Cognitive Psychology from Georgia Institute of Technology and his research interests include language aptitude, immediate and long-term memory, and intelligence.
Johanna Mesch is Professor of Sign Language at the Sign Language Section of the Department of Linguistics at Stockholm University, Sweden. She holds a PhD in Sign Language Linguistics. Her research work focuses on the sign language linguistics and the corpora in Swedish Sign Language, including the learner corpus and the tactile sign language corpus. Johanna has authored/co-authored peer-viewed papers for International Journal of Corpus Linguistics, Language & Communication, Sign Language and Linguistics, Sign Language Studies, Deaf Studies Digital Journal, Journal of African Studies, Eesti ja soome-ugri keeleteaduse ajakiri, and Sport in Society. She also authored/co-authored peer-reviewed book chapters, datasets, edited volumes for the Proceedings of the Workshops on the Representation and Processing of Sign Languages, and other publications in Deaf culture, history, and teaching. She has also presented/co-presented over 50 peer-reviewed conference papers.
Melanie Metzger is Professor and former Chair of the Department of Interpretation and Translation at Gallaudet University. Dr. Metzger holds a PhD in Sociolinguistics from Georgetown University in Washington DC. She has worked as an interpreter practitioner and educator for over 30 years, and her research focuses on sociolinguistic examinations of interpreted interaction. Her publications include books such as Sign Language Interpreting: Deconstructing the Myth of Neutrality (1999) and Investigations in Healthcare Interpreting (2014), and articles in journals such as Themes in Translation Studies. She serves as co-editor of the journal series Studies in Interpretation.
Kimi Nakatsukasa is Assistant Professor in Applied Linguistics and Second Language Studies at Texas Tech University. She obtained her PhD in Second Language Studies from Michigan State University. Her research interests include gestures and second language learning and teaching, classroom interaction, dynamic approach to learner psychology, and attention and second language development. Her publications have appeared in chapters in several edited volumes, and in journals including Studies in Second Language Acquisition, Language Teaching Research, and Modern Language Journal.
Alejandro Oviedo is Professor at the University of Applied Sciences Zwickau and Associated Researcher at the University of Cologne, Germany. He has earned his PhD in Linguistics at the University of Hamburg and published a number of grammatical works on the sign languages of Costa Rica, Venezuela, and Colombia. Currently, his research focuses on the acquisition of German Sign Language as L2 by hearing adults in the context of the university training programs for interpreters. Publications include an article in the journal Das Zeichen, and a book, Classifiers in Venezuelan Sign Language (2004).
Claudia M. Pagliaro is Professor in the Professions in Deafness and Coordinator of the K-12 Deaf and Hard of Hearing Teacher Licensure Program at the University of North Carolina at Greensboro, with more than 30 years’ experience in deaf education. Dr. Pagliaro earned her Doctorate in Deaf Education from Gallaudet University in 1996. Her research agenda focuses on deaf/hard of hearing students’ mathematics development, instruction, and learning (PK-12), and the impact of a visual language (American Sign Language). Dr. Pagliaro has more than 50 publications in book chapters and top professional journals and has presented her work internationally. She has received several awards for her work in the field and with teacher preparation students.
Rosana Passos is Professor at the Federal University of Minas Gerais, at Faculdade de Letras, Brazilian Sign Language (Libras). She received her Doctorate in Theoretical and Descriptive Linguistics, at Faculdade de Letras, at Federal University of Minas Gerais. Her research interests are description and analysis of sign language, phonology of sign language, Brazilian Sign Language, applied linguistics, teaching of L2/Ln, and teaching methodology. Publications are in the journals Estratégias de ensino da Língua Brasileira de SInais como segunda língua, Revista Trama, Texto Livre, and Estudos Linguísticos.
Maria C. da C. Pereira is Professor at Pontificía Universidade Católica de São Paulo, Brazil, teaching in the undergraduate program. She also works as a linguist in the Instituto Educacional São Paulo, a bilingual school for the Deaf in São Paulo. She got her doctoral degree at Universidade Estadual de Campinas, Brazil (1990). Her research interests include language and deafness, sign languages studies, teaching Portuguese as second language to deaf people, learning written Portuguese by the deaf, and deaf education. Her published books are Libras: conhecimento além dos sinais (2011), Leitura, escrita e surdez (first edition 2005, second edition 2009), and Língua de Sinais e Educação de Surdos (1993). Her articles have appeared in Revista Trama, Revista Virtual de Estudos da Linguagem, Arqueiro, Espaço, Educar em Revista, Revista Paulista de Pediatria, Brazilian Journal of Motor Behavior, Letrônica, Intercâmbio, American Annals of the Deaf, Estudos de Psicologia, Revista Letras, Letras de Hoje, and Estudos de Psicologia. She has also contributed chapters to numerous edited books.
Carolina Plaza-Pust is Lecturer in Linguistics in the Department of Modern Languages at the Goethe-University Frankfurt am Main. She holds a PhD in Habilitation (venia legendi) in Linguistics. Her research focuses on the organization of multilingual knowledge and explores the role played by language contact in diverse language acquisition scenarios. She is the author of Bilingualism and Deafness: On Language Contact in the Bilingual Acquisition of Sign Language and Written Language (2016) and co-editor of Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations (2008).
Ronice Müller de Quadros is Professor in Linguistics at the Federal University of Santa Catarina and researcher at CNPQ (Research Foundation from Brazil) with research related to the study of sign languages. Professor Quadros got her PhD in Linguistics at the Pontificía Universidade Católica do Rio Grande do Sul. She works with longitudinal and experimental data from deaf children and bimodal bilingual hearing people and the Libras Corpus Research Group. She is coordinating the consolidation of the National Libras Inventory, which includes several sub-projects for the composition of the Libras documentation, with funding from CNPQ and the Ministry of Culture. Her main publications are related to language policies and sign languages, bimodal bilingualism, and sign language morphosyntax. She had published papers on several journals such as Languages, Language Society of America, Journal of Deaf Studies, and Sign Language Studies.
David Quinto-Pozos is Associate Professor in the Department of Linguistics at The University of Texas at Austin. He received his Doctorate from The University of Texas. His research interests include language contact, the interaction of language and gesture, simultaneous interpretation, and developmental signed language disorders. David has also written about language teaching, and recent work explores L2 learning of a signed language by hearing learners.
Timothy Reagan is Professor of Linguistics and Dean of the College of Education and Human Development at the University of Maine. He has held senior faculty and administrative positions at a number of universities, including the University of Connecticut, the University of the Witwatersrand, Central Connecticut State University, Roger Williams University, Gallaudet University, and Nazarbayev University in Astana, Kazakhstan. His primary areas of research are applied and educational linguistics, education policy, and comparative education. Professor Reagan is the author of a dozen books, as well as the author of more than 150 journal articles and book chapters, and his work has appeared in such international journals as Arts and Humanities in Higher Education, Critical Inquiry in Language Studies, Educational Foundations, Educational Policy, Educational Theory, Foreign Language Annals, Harvard Educational Review, International Journal of Intercultural Relations, Language Policy, Language Problems and Language Planning, Multicultural Education, Sign Language Studies, and Semiotica.
Russell S. Rosen is Associate Professor and Coordinator of the Program in American Sign Language at the City University of New York College of Staten Island. He received his PhD degree in education from Columbia University. Research interests are in the anthropology, sociology, and history of deaf people and their community and culture; applied linguistics of American Sign Language; and second and additional language acquisition, instruction, curriculum, and assessment. Book publications are Teaching and Learning Signed Languages: International Perspectives and Practices (co-edited with D. McKee and R. McKee, 2014) and Learning American Sign Language in High School: Motivation, Strategies, and Achievement (2015). Journal articles have appeared in Modern Language Journal, Disability and Society, Senses and Society, Sign Language and Linguistics, Sign Language Studies, Journal of Deaf Studies and Deaf Education, and the American Annals of the Deaf.
Krister Schönström is Associate Professor at the Department of Linguistics at Stockholm University, Sweden. He received his PhD from Stockholm University in 2010 with a dissertation on bilingualism in school-aged deaf children. Currently, he serves as director for the section of Multilingualism in Deaf and Hard of Hearing at the department. His research interests include multilingualism of the deaf, sign linguistics, and (second) language acquisition. He is author of several national and international publications in several fields: sign linguistics, second language acquisition and bilingualism/multilingualism, with articles in journals such as Linguistic Approaches to Bilingualism, Applied Linguistic Review, and Deafness and Education International.
Sarah Sheridan is Assistant Professor in Deaf Studies at Trinity College Dublin (TCD) of the University of Dublin. She is nearing the completion of her PhD in Applied Linguistics (TCD). Her doctoral research focuses on affective variables in second language acquisition, specifically related to adult learners of Irish Sign Language. She has a number of peer-reviewed publications in progress related to her doctoral studies and other applied linguistics and Deaf Studies research interests. In addition, she is an active sign language interpreter.
Laurene E. Simms is Professor in the Department of Education at Gallaudet University in Washington, DC. She has a Doctor of Philosophy in Language, Reading and Culture from The University of Arizona in Tucson, Arizona. Her research interests include ASL assessments for early language learners and social justice/multiculturalism in deaf education. Her publications include articles in Sign Language Studies, American Annals of the Deaf, and Balanced Reading Instruction and a chapter in The Handbook of Social Justice in Education (2008).
Jenny L. Singleton is Professor in the Department of Linguistics at The University of Texas at Austin. She received a doctorate from the University of Illinois at Urbana-Champaign. She studies signed language acquisition in typical and atypical contexts. Looking at American Sign Language through experimental and naturalistic approaches, she examines child language characteristics, as well as adult language socializing practices, especially involving eye gaze behavior.
David H. Smith has been Research Professor and the Director of the Center on Deafness at the University of Tennessee-Knoxville since 2011. He holds a doctoral degree in Psychological and Cultural Studies at the University of Nebraska-Lincoln in 2003. His research interests are in American Sign Language pedagogy, culturally relevant Deaf education, and Deaf and disability studies. He has co-authored two books, The Silent Garden: Raising Your Deaf Child (2016) and Deaf Eyes on Interpreting (2018). He has written over 15 articles and chapters on deaf education, ASL education, and disability studies.
Kristin Snoddon is Assistant Professor of Applied Linguistics and Discourse Studies, Carleton University, Canada. She received her PhD in Second Language Education from the Ontario Institute for Studies in Education at the University of Toronto. Her research interests are in applied sign language linguistics and sign language planning and policy. Her two forthcoming books include Sign Language Ideologies in Practice (edited with Annelies Kusters, Mara Green, and Erin Moriarty Harrelson) and Critical Perspectives on Plurilingualism in Deaf Education (edited with Joanne Weber). Her papers have appeared in journals such as the Canadian Journal of Disability Studies, Canadian Modern Language Review, Current Issues in Language Planning, Disability & Society, International Journal of Bilingual Education and Bilingualism, International Journal of Inclusive Education, International Journal of Multilingualism, Sign Language Studies, and Writing & Pedagogy.
Rachel Sutton-Spence is Lecturer in Brazilian Sign Language Studies at the Federal University of Santa Catarina, Brazil. She holds a PhD from the University of Bristol, UK, where she was previously Reader in Deaf Studies. Her research interests are principally in sign language literature and folklore. She is author of The Linguistics of British Sign Language: An Introduction with Bencie Woll (1998) and Introducing Sign Language Literature: Creativity and Folklore with Michiko Kaneko (2016).
Rachel E. Traxler is a Doctoral Student in the Department of Teaching and Learning at New York University, specializing in special education. Her research examines the language learning and transition experiences of adult college learners, including students with disabilities. Her work has appeared in Language Teaching Research and Career Development and Transition for Exceptional Individuals.
Pinar Uluer received her BSc degree in 2009 and her MSc degree in 2009 in Computer Engineering from Galatasaray University, Turkey, and she is currently a PhD candidate in Mechatronics Engineering at Istanbul Technical University, Turkey. She has been working as a teaching and research assistant in Computer Engineering Department of Galatasaray University since 2010 and she is a member of Cognitive and Social Robotics (CSR) Laboratory at Istanbul Technical University since 2013. Her research interests include human-robot interaction, social robotics, motion generation, and imitation.
Katharina Urbann was part of the first group of students who enrolled in DGS (German Sign Language) as a subject at the University of Cologne, Germany. At the University of Cologne she works as a research associate in the Education and Rehabilitation of the Deaf and the Hard of Hearing. She received a PhD in Special Needs Education in 2018 from the TU Dortmund University, Germany. Her areas of research focus on (sexual) violence prevention, first and second language learning and teaching.
James Woodward received his PhD in Sociolinguistics with distinction from Georgetown University in Washington, DC in 1973, completing his dissertation on grammatical variation in American Sign Language. He currently holds appointments as Adjunct Professor in the Center for Sign Linguistics and Deaf Studies at The Chinese University of Hong Kong (CUHK) and in the Department of Linguistics at the University of Hawai’i at Mānoa (UHM). Through CUHK, he has provided in-country training in sign language documentation to culturally deaf individuals in Southeast Asian countries, including Viet Nam, Cambodia, Philippines, Indonesia, and Sri Lanka. He is currently working with culturally deaf individuals in Myanmar to develop teaching materials and companion dictionaries for Yangon Sign Language. At UHM, his efforts are focused on the documentation, conservation, and revitalization of Hawai’i Sign Language, a critically endangered language. He has authored or co-authored more than 140 publications on various sign languages, Deaf cultures, and deaf education.