- Current DCAL Newsletter available in BSL
- Special Focus: What is it like to be a postgraduate at DCAL?
- Are you interested in postgraduate study at DCAL?
- Talking about Bilingualism
- BSL Corpus Project goes online
- DCAL's Tales from the Road
- Update on Deaf with Dementia Project
- DCAL working with the Cognitive Disorders Clinic
- Sharing Research - Iconicity and Embodiment on Tour
- Get involved in DCAL's research!
- DCAL research features in Lancet editorial
- BSL Corpus Project featured on The Hub
- BSL Grammaticality Judgement Task Paper accepted for publication in journal Cognition
- Frances Elton gets BDA award in recognition of her contribution to BSL and Sign Linguistics teaching
- New DCAL Briefing Sheet available on Dementia
- Early sign language exposure benefits deaf children
- See Hear Feature Deaf with Dementia Project October 17th
- Outreach activity at Frank Barnes School for Deaf Children
- DCAL's Response to Guardian article "Signs of the times: Deaf community minds its language"
- See Hear item on Deaf with dementia
- New DCAL-associated research project - Describing sociolinguistic variation in verb directionality in British Sign Language: A corpus-based study, funded by ESRC Secondary Data Analysis Initiative
- DCAL responds to Harry Knoors weblog
- New leaflet about research targeted at the older deaf community
- The Association for Physiological Sciences publishes DCAL research in Psychological Science
- Society Now features an article by researcher Dr Joanna Atkinson 'Voices inside my head'
- The Guardian publishes correction about BSL Corpus Project story
- Robert Adam is the first person in the UK to be both a registered Interpreter and a registered Translator on the NRCPD
- New MSc in Language Sciences with specialisation in Sign Language Studies: NOW RECRUITING for 2013/2014
- Researchers in Language and Cognition present their work at a conference in Lisbon
- NDCS offering free two-day training courses to utilise Family Sign Language Toolkit
- Programme for TISLR 2013 available on the webpage NOW!
- Neuroscience: How the brain adapts to deafness
- Professor Adam Kendon to become Honorary Emeritus Professor and DCAL Associate
- New MSc in Language Sciences with specialisation in Sign Language Studies NOW RECRUITING for2013/2014
- BSL Grammaticality Judgement paper ranked in Top 25 Hottest Articles
- DCAL and AoHL call for the National Dementia Strategy for England to be reviewed to ensure that funding is provided to meet the needs of people who are deaf or have hearing loss and also have dementia
- DCAL Nominated for the Signature Organisation of the Year Award
- British Deaf Association honours DCAL researcher
- DCAL director receives prestigious award
- ESRC Future Leader Fellowships for DCAL researchers
- DCAL's advocacy work with UK politicians
- DCAL research on voice hallucinations features in the Lancet
- Deaf Children and Development
- Early sign language exposure benefits deaf children
- Read my lips - Advances in speechreading research with deaf children
- 'What do you think the girl wants from Father Christmas?' Theory of Mind research with deaf infants
- DCAL briefing on the need for specialist national neurology services for deaf people
- DCAL features on See Hear with clip of BSL from 1920s
- New Dates for Sign Linguistics Course for Deaf Professionals
- Frances Elton's Retirement Seminar
- History of BSL Online
- Media Release
- Media Release
- Media Release
- Cochlear Implants and Sign Language:
- Digging into Signs
- Language isn't what it used to be (British Sign Language - that is)
- Discover UCL summer school for D/deaf and hard of hearing students
- New living dictionary for British Sign Language
- Specialist neurological clinic for deaf people cost benefit model
- Media Release: Dementia payments for GPs will do nothing to improve diagnosis rates of deaf patients
- Discover UCL Summer School organised by DCAL and UCL's Widening Participation team wins the HELOA 2015 Best Practice and Innovation Award
- Launch of Continuing Professional Development Courses
- Media Release: "Clarity still required" on future of dementia services for BSL patients
- DCAL in Week@UCL
- DCAL welcomes report on access to health services for deaf people in London
- Exclusive University Summer School is a ‘Resounding Success’
- DCAL to collaborate with Durham University on phase-two Wellcome Trust project
Special Focus: What is it like to be a postgraduate at DCAL?
18 February 2012
Building research capacity for the future
ESRC Deafness Cognition and Language Research Centre (DCAL) includes
within its mission, and its core values, a commitment to developing
expertise in deafness, language and cognition among postgraduate
research students. And this commitment is clear from DCAL’s
postgraduate research record.
Since its foundation in 2006, DCAL staff have supervised 15 postgraduate students in the area of deafness, cognition and language. As of 2011 six of these have already earned their PhDs and another six currently working towards their doctorate are expecting to complete during 2012. DCAL is very proud of these success stories, and would be glad to welcome more students. It is important to the centre to help build capacity in the widest field of its research remit, and DCAL is especially keen to welcome junior deaf academics who will be key in developing the future research agenda.
An evolving global community
research students come to DCAL from all over the world. Past and
present postgraduates have hailed from the USA, Mexico, India, Greece,
Australia, the Czech Republic, as well as the UK, and from a variety of
backgrounds and institutions. Some have come to us after completing an
undergraduate or MA or MSc degree in, linguistics, psychology, applied
linguistics, deaf studies or a related field. Some have begun as
research assistants, either at DCAL or working in a DCAL-related field
in another institution. Since 2006, DCAL has had four trainee research
assistants. These positions were created with the intention of training
new young researchers so that they could begin postgraduate study at
DCAL at the end of their post. In this issue we spotlight Tanya
Denmark, who has recently completed her PhD, and was one of DCAL’s
trainee research assistants before she started her doctoral studies.
We focus on her story in the box below.
An inclusive environment
is proud to have developed a strong network of deaf and hearing
researchers. To date, we have two deaf students who have completed
their PhDs, and two current deaf students. We have also had hearing
students with a knowledge of signing (including those from deaf
families, and others with qualifications in Deaf Studies and in British
Sign Language (BSL)/English interpreting). We also welcome students who
are new to deafness and sign language research and we support them to
acquire language skills by providing BSL training within DCAL at BSL
levels 1, 2, and 3.
Funding and supervision
students have received funding from various sources, including UK
Research Councils such as the Economic & Social Research Council
(ESRC), Arts & Humanities Research Council (AHRC), or from Deaf
organisations, such as Deafness Research UK, whilst others have
received funding from governments in their home country. Students have
been supervised by DCAL directors Woll, Campbell, MacSweeney, Morgan,
and Vigliocco, and senior researchers Cormier, Schembri, and Atkinson.
Dr Kearsy Cormier also acts as DCAL’s postgraduate student mentor.
studying at DCAL have worked on and are working on important research
in a range of interdisciplinary areas to further the understanding of
deafness, cognition and language. Postgraduate research topics (former
and current) at DCAL include:
psycholinguistics of handling constructions in sign and gesture; phonology and iconicity in L2 acquisition of sign language; iconicity in sign language; role shift in sign language and gesture; bilingualism; lexical variation in British Sign Language (BSL); prosody/intonation in sign language; facial expression in deaf children with autism.
If you are interested in reading more about postgraduate work and the projects students are involved in, please go to DCAL’s website and read more under “Team”: http://www.dcal.ucl.ac.uk/team/team.html.
Part of the team
students are treated in a very similar way to DCAL staff. This means
they share DCAL administrative responsibility and are expected to
contribute to centre and departmental meetings, conferences, and
publications. They can also expect to have a similar level of
independence in their work. All in all this provides students with
excellent preparation for an academic career. Not only do they get to
see academic life up close, but they live it themselves. Several DCAL
researchers are part-time PhD students and part-time research staff,
and for them the overlap between student life and research staff life
is stronger still.
Coming from a big deaf family I have been using sign language all my life, but I only incorporated it into research during my psychology degree when I focused on Theory of Mind in deaf children as a dissertation topic.
It was this family link again that encouraged me to join DCAL, as my cousin was working as a researcher there. He had recently completed his PhD in the same field and he supported me with my dissertation to the extent that he proof read it from Vietnam in a backstreet internet cafe! After I graduated he informed me about the opportunity to become a graduate intern at DCAL and I jumped at the chance.
It was here that I learnt more about linguistics, brain imaging and the other strands of research at DCAL and I relished working on different projects with various members of staff and gaining new experiences. The internship was a one year post which was aimed at familiarizing new researchers with different research areas at DCAL and with the intention of encouraging the intern to develop a PhD proposal and find an area of special interest to them.
I developed a great interest in atypical sign language, so with support from colleagues at DCAL I wrote a proposal to do a PhD on the communication abilities of deaf children with autism. I was funded by the ESRC in their 1+3 quota award. This involved undertaking a one year Masters of Research (MRes) course in speech, language and cognition, which comprised attending interdisciplinary lectures, essay submission, a research project and PhD plan; this was beneficial as it gave me an opportunity to start preparing for my PhD in advance and allowed me the time to develop the relevant research skills.
Being a PhD student at DCAL gave me rich opportunities to network with other researchers and receive advice and support. There is also a good team of other PhD students who often meet up for junior researchers’ meetings or just post-work visits to the pub to offer each other a shoulder to cry on and constructive criticism.
Having recently completed my PhD I would recommend it to anyone; it is not without its ups and downs, especially those days when you feel like you will never get it finished. But the feeling at the end when it is sitting bound on your shelf is great and the skills you learn along the way are life-long. Now I just need to find the motivation to write up those papers!
I am now working as a research associate on the Deaf with Dementia project at DCAL. For the future I hope to stay involved in research; I have been at DCAL for 6 years now and have had a great time both studying and working here.