Associate Faculty — Ph.D., The University of Texas at Austin
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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. (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. (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.
Quinto-Pozos, D. (To appear, 2014). Enactment as a (signed) language communicative strategy. To appear 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.) (To appear, 2014). Toward effective practice: Interpreting in Spanish-influenced settings. National Consortium of Interpreter Education Centers.
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.
Sign linguistics faces @ UT
David Quinto-Pozos, Assistant Professor
David's research focuses on signed languages, and he works on register variation, language contact, the interaction of language and gesture, and developmental signed language disorders. He has directed the American Sign Language (ASL) programs at the University of Pittsburgh, the University of Illinois at Urbana-Champaign and currently co-directs the program at UT-Austin. He teaches courses on 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.
Carrie Lou Garberoglio, Research Assistant
Carrie Lou is a doctoral student in educational psychology, specializing in learning, cognition, instruction, and motivation. Broadly, her research reflects an interest in language acquisition and knowledge transfer across linguistic modes, sociocultural constructs, and cognitive processes. Carrie Lou’s current research projects include work on beliefs of the self in teaching and language learning, digital discourses in deaf communities, and multimodality in deaf education settings. She is working with the Atypical Signed Language Acquisition project in the Sign Language Lab with Dr. Quinto-Pozos.
Leah Geer, Research Assistant
Leah is a doctoral student in the Linguistics department at UT. Born in Albuquerque , New Mexico, Leah attended New Mexico State University where she majored in Kinesiology. After becoming increasingly interested in motor learning and development, she attended Gallaudet University for a Master's degree in Linguistics, allowing for a fusion of interests in motor skill acquisition combined with signed language acquisition. Leah's current interests lie in adult acquisition of phonology in ASL. She is also working as a research assistant on the ID Gloss project in collaboration with the University of Connecticut, Gallaudet University and Boston University. The aim of this project, broadly, is to work toward consistency in transcription of ASL corpora. She can be reached at firstname.lastname@example.org and her website can be found at leahgeer.com.
Lynn Hou, Research Assistant
Lynn Hou is a doctoral student in the Linguistics Department and an affiliate with the NSF Science of Learning Center's Visual Language and Visual Learning. A native of Los Angeles, she studied at University of California - Berkeley as an undergraduate in comparative literature and came to discover linguistics relatively late. Her primary research interests focus on child language acquisition of signed languages with a concentration on the acquisition of morphology and syntax and the interactive development of linguistic and non-linguistic spatial cognition. Currently, she is working with the Atypical Signed Language Acquisition project with Dr. Quinto-Pozos.