Russell Scott Rosen
Sociology, anthropology, and history of Deaf community and culture; American Sign Language; second language acquisition, curriculum, and instruction; disability studies.
McKee, D., Rosen, R., & McKee, R. (eds.). (2014). Signed languages as second languages: International perspectives. London: Palgrave Macmillan.
Rosen, R. (2014). Between-learners outside-of-classroom uses of American Sign Language as a foreign language. Sign Language Studies, 14(3).
Rosen, R. (2012). Sensory orientations and sensory designs in the American DeafWorld. Senses and Society, 7(3).
Rosen, R. (2010). American Sign Language curriculum: A review. Sign Language Studies, 10(3).
Rosen, R. (2009). Surveys of the American deaf and hard of hearing population: A critical review. International Journal of Special Education, 24(1), 82-99.
Rosen, R. (2008). Descriptions of American Deaf community, 1820-2000: Epistemic foundations. Disability & Society, 23(2), 129-140.
Rosen, R. (2008). American Sign Language as a foreign language in US high schools: State of the art. Modern Language Journal, 92(1), 10-38.
Rosen, R. (2007). Representations of sound in American deaf literature. Journal of Deaf Studies and Deaf Education, 12(4), 552-565.
Rosen, R. (2006). IDEA and the mainstreaming of American Sign Language, Deaf community and culture in public schools. Disability Studies Quarterly.
Rosen, R. (2004). Beginning L2 production errors in ASL lexical phonology: A cognitive phonology model. Sign Language & Linguistics 7(1), 31-61.
Rosen, R. (2003). Jargons for deafness as institutional constructions of the deaf body. Disability & Society 18(7), 921-935.
Book Chapters (Peer-Reviewed)
McKee, D., Rosen, R., & McKee, R. (2014). Signed languages as second languages: An introduction. In D. McKee, R. Rosen, and R. McKee (eds.), Signed languages as second languages: International perspectives. London: Palgrave Macmillan.
Rosen, R., DeLouise, M, Boyle, A., & Daley, K. (2014). Native language, target language and vocabulary development in American Sign Language. In D. McKee, R. Rosen, and R. McKee (eds.), Signed languages as second languages: International perspectives. London: Palgrave Macmillan.
Rosen, R. (2011). Modality and language in second language acquisition of ASL. In: D.J. Napoli & G. Mathur, (eds.), Deaf around the World: The impact of language. Oxford University Press.
Rosen, R. (1997). Represented body and embodied representation: Spokespersonage and the deaf body politic. In A. Farb (ed.), Who speaks for the deaf community? Silver Spring, MD: National Association of the Deaf.
Rosen, R. (2013). From Words Made Flesh to Flesh Made Words. Journal of Deaf Studies and Deaf Education.
Rosen, R. (2010). Gallaudet: Trendsetter or Replicator? A review of For a Fair Race to Life. Journal of Deaf Studies and Deaf Education.
Rosen, R. (2009). Language : Gesture :: Evolution : Origin. A review of The Gestural Origin of Language. Journal of Deaf Studies and Deaf Education, 14(2).
Rosen, R. (2007). Looking inside or outside? A review of Inside Deaf Culture. Journal of Deaf Studies and Deaf Education, 12(3).
Rosen, R. (2002). Review of Ready! Set! Sign!! NECTFL Review 51.
custom course list
HBSE 4070: Psychosocial and cultural aspects of people who are d/Deaf or hard of hearing
Introduction to the education of children, youth, and adults who are deaf or hard of hearing; historical development; psychosocial and cultural aspects; problems and issues of the field. Materials fee: $10.
HBSE 4707: II: Observation and student teaching in special education: Deaf and hard of hearing
Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
HBSE 4872: American Sign Language II
A course designed to develop intermediate receptive and expressive skills in American Sign Language.
Centers and Projects
The Center for Opportunities and Outcomes for People with Disabilities confronts the challenges facing special education today through its commitment to the production of knowledge and professional expertise aimed at supporting the full inclusion of people with disabilities in society. The broad-based research, evaluation, and demonstration activities of the Center reflect an emphasis on empowering people with disabilities by increasing their capacity and opportunities for self-determination, reducing their vulnerability to victimization and abuse, and addressing the disability-related issues of culturally and ethnically diverse groups, including women and minorities. The Center encourages national and international partnerships aimed at strengthening the connection between research and policy.