Abstract
Thomas Hopkins Gallaudet’s writings on deaf education are presented as early contributions to communication theory and pedagogy. The article connects Gallaudet’s nineteenth-century work on language, signs, meaning, and education to later ideas associated with rhetorical theory, communication instruction, and nonverbal communication. It highlights Gallaudet’s view that language does not contain meaning by itself but prompts understanding through shared experience and interpretation. The article also describes his advocacy for early communication education, child-centered language instruction, and the use of visual-gestural communication to develop expressive skill. Attention is given to the relationship between deaf education and speech communication, including the value of sign language for understanding language acquisition, nonverbal expression, and communication competence. Gallaudet’s work is framed as a historical resource for communication scholars and educators interested in language, meaning, sign systems, and communication pedagogy.
Recommended Citation
Fernandes, James J.
(1984)
"Lessons From T.H. Gallaudet: Learning About Language and Communication by Teaching Deaf People,"
Association for Communication Administration Bulletin: Vol. 50, Article 22.
Available at:
https://stars.library.ucf.edu/aca/vol50/iss1/22
