Teresa Lozano Long Institute of Latin American Studies
Teresa Lozano Long Institute of Latin American Studies

David Quinto-Pozos

Associate ProfessorPh.D., The University of Texas at Austin

Associate Professor, Department of Linguistics
David Quinto-Pozos



Signed language linguistics; Mexican Sign Language (LSM); interaction of language and gesture; developmental signed language disorders

UT Signed Language Lab

David Quinto-Pozos, Associate Professor

David Quinto-Pozos

David's research focuses on signed languages, and his current work focuses on developmental signed language disorders, the interaction of language and gesture, and trilingual (Spanish-ASL-English) interpretation.  He has also worked on register variation in ASL language contact between ASL and LSM.  He has directed the American Sign Language (ASL) programs at the University of Pittsburgh, the University of Illinois at Urbana-Champaign and currently directs the program at UT-Austin. He teaches courses on general linguistics, bilingual first language acquisition, and signed language linguistics. David is also a certified ASL-English interpreter and currently President of Mano a Mano, a national organization for trilingual (Spanish-English-ASL) interpreters.


Please note: All articles are the sole copyright of the respective copyright holders who retain all rights as indicated within each article. Articles may not be reposted or disseminated without permission by the copyright holder. These pdf links are posted for educational and non-commercial use only. By downloading those materials, you agree that the materials are for personal use only.


Quinto-Pozos, D., & Parrill, F. (2015). Signers and co-speech gesturers adopt similar strategies for portraying viewpoint in narratives. TOPICS in Cognitive Science, 7. 12-35.

Hilger, A.I., Loucks, T.M.J., Quinto-Pozos, D., & Dye, M.W.G.  (2015).  Second language acquisition across modalities: Production variability in adult L2 learners of American Sign Language.  Second Language Research. 1-14.

Hauser, P. C., Quinto-Pozos, D., & Singleton, J. L.  (2015).  Studying sign language disorders: Considering Neuropsychological Data.  In E. Orfanidou, B. Woll, & G. Morgan (Eds.), Research methods in Sign Language Studies: A Practical Guide.  pp 336-351. Hoboken, NJ: Wiley-Blackwell.

Quinto-Pozos, D., & Adam, R. (2015). Sign languages in contact.  In A.C. Schembri & C. Lucas (Eds.), Sociolinguistics and Deaf Communities.  pp. 29-60.  Cambridge: Cambridge University Press.

Quinto-Pozos, D. (Ed.) (2014). Multilingual aspects of signed language communication and disorder. Bristol, England: Multilingual Matters.

Quinto-Pozos, D., Singleton, J., Hauser, P., & Levine, S. (2014). A case-study approach to investigating developmental signed language disorders. In D. Quinto-Pozos (Ed.), Multilingual Aspects of Signed Language Communication and Disorder.  Bristol, England: Multilingual Matters, LTD.

Quinto-Pozos, D. (2014). Enactment as a (signed) language communicative strategy.  In C. Müller, A. Cienki, E. Fricke, S. H. Ladewig, D. McNeill & S. Tessendorf (Eds.) Body – Language – Communication: An International Handbook on Multimodality in Human Interaction. Volume 2. Handbooks of Linguistics and Communication Science. Berlin, New York: De Gruyter Mouton.

Annarino, P., Aponte-Samalot, M., & Quinto-Pozos, D. (Eds.) (2014).  Toward effective practice: Interpreting in Spanish-influenced settings. National Consortium of Interpreter Education Centers.  Boston, Massachusetts.  See http://www.interpretereducation.org/specialization/aslspanishenglish/ for free access.

Quinto-Pozos, D., Singleton, J., Hauser, P., Levine, S., Garberoglio, C. L., & Hou, L. (2013). Atypical signed language development: A case study of challenges with visual spatial processing. Cognitive Neuropsychology, 30:5, 332–359, http://dx.doi.org/10.1080/02643294.2013.863756 

Quinto-Pozos, D. (2013). Linguistic theory and the analysis of interpretation. In E.A. Winston & C. Monikoski, Evolving Paradigms in Interpreter Education: Impact of Interpreting Research on Teaching Interpreting.  (pp. 119-123). Washington, DC: Gallaudet University Press.

Cormier, K., Quinto-Pozos, D., Sevcikova, Z., & Schembri, A. (2012). Lexicalisation and de-lexicalisation processes in sign languages: Comparing depicting constructions and viewpoint gestures. Language and Communication, 32. 329-348.

Quinto-Pozos, D., & Reynolds, W. (2012). ASL discourse strategies: Chaining and connecting-explaining across audiences.  Sign Language Studies, 12, 2. 211-235.

Quinto-Pozos, D. & Adam, R. (2012). Signed language contact.  In Oxford University Press Handbook of Sociolinguistics. Eds., R. Bayley, R. Cameron, & C. Lucas.  Oxford: Oxford University Press. 

Quinto-Pozos, D., Forber-Pratt, A., & Singleton, J. (2011). Do Developmental Communication Disorders Exist in the Signed Modality? Reporting on the Experiences of Language Professionals and Educators from Schools for the Deaf. Language, Speech, and Hearing Services in Schools, 42. 423-443.


Quinto-Pozos, D. (2011).  Teaching American Sign Language to hearing adult learners.  Annual Review of Applied Linguistics, 31. 137-158.

Notice: This item is copyright by Cambridge University Press.  See the following for journal information: http://journals.cambridge.org/action/displayJournal?jid=APL


Quinto-Pozos, D., Casanova de Canales, K., & Treviño, R. (2010). Challenges of Trilingual VRS interpreting in the United States.   In R. McKee & J. Davis, (Eds.) Studies in Interpretation Series, Volume 5: Signed Language Interpreting in Multilingual or Multiethnic Contexts. (pp. 28-54). Washington, DC: Gallaudet University Press.

Quinto-Pozos, David, & Mehta, Sarika (2010) Register variation in mimetic gestural complements to signed language. Journal of Pragmatics, 42. 557-584.


Quinto-Pozos, D. (2009). Code-switching between sign languages.  In B. Bullock & J. Toribio. (Eds.) The Handbook of Code-switching. (pp. 221-237).  Cambridge: Cambridge University Press.

Quinto-Pozos.D. (2008) Sign language contact & interference: ASL and LSM. Language in Society 37, 161-189.

 Note: The copyright for this article is held by Language and Society, which is published by Cambridge University Press.


Quinto-Pozos, D. (2007). Why does constructed action seem obligatory?  An analysis of classifiers and the lack of articulator-referent correspondence.  Sign Language Studies 7:4. 458-506.


Quinto-Pozos, D. (2007). Can constructed action be considered obligatory? Lingua 117, 7. 1285-1314.


Quinto-Pozos.D. (Ed.) (2007)Sign Languages in Contact. Sociolinguistics in Deaf Communities, Volume 13. Gallaudet University Press

Quinto-Pozos.D. (2007) Outlining considerations for the study of sign language contact. In D. Quinto-Pozos (Ed.) Sign Languages in Contact.  (pp. 1-28). Washington, DC: Gallaudet University Press

Quinto-Pozos, D. (2005).  Factors that influence the acquisition of ASL for interpreting students. In M. Marschark, R. Peterson, and E. A. Winston (Eds.) Sign language interpreting and interpreter education: Directions for research and practice. (pp. 159-187). New York: Oxford University Press.

Meier, R.P., Cormier, K., & Quinto-Pozos.D. (2002) Modality and Structure in Signed and Spoken Languages. Cambridge University Press

Quinto-Pozos, David (2002).  Interpreting for foreign language courses: The case of Spanish.  Journal of Interpretation. 93-110.


Quinto-Pozos, D. (2002). Deixis in the visual/gestural and tactile/gestural modalities.  In R. P. Meier, K. Cormier, & D. Quinto-Pozos (Eds.), Modality and Structure in Signed and Spoken Languages. (pp. 442-467). Cambridge: Cambridge University Press.


UT Austin Research Perspective Taking

Creating population norms for tests that require perspective taking

La creación de normas de la población para

pruebas que requieren la adopción

de diferentes perspectivas 



This page provides details of a scientific study about perspective taking and language processing. The purpose of this study is to create population norms for deaf and hard of hearing children with respect to perspective-taking. 

Esta página provee detalles de un estudio científico acerca de la adopción de diferentes perspectivas y el procesamiento del lenguaje. El propósito de este estudio es crear normas de la población de niños sordos y hipoacúsicos a cerca de pruebas que requieren la adopción de diferentes perspectivas.



Consent forms for the study are available in English or Spanish.

Formularios de permiso para el estudio estan disponibles en inglés y español.


https://utexas.box.com/UTstudyperspectiveASL (video explanation)


https://utexas.box.com/UTstudyperspectiveEnglish (form)

https://utexas.box.com/UTstudyexplanationEnglish (video explanation)



https://utexas.box.com/UTestudioperspectivaespanol (formulario)

https://utexas.box.com/UTestudiodescripcionespanol (explicación por video)



If you agree to participate (or to have your child participate), please complete the information at this link:

Si usted esta de acuerdo con su participación (o con la participación de su hijo/a), favor de completar la información que se encuentra en este enlace:



Thank you!

¡Muchas Gracias!


last updated 11 April, 2016

  • Teresa Lozano Long Institute of Latin American Studies

    University of Texas at Austin
    SRH 1.310
    2300 Red River Street D0800
    Austin, Texas 78712