The Culture of the Deaf Community in the Czech Republic

Romana Mazerova. The Culture of the Deaf Community in the Czech Republic Mazerova set out to discover if the deaf community in the Czech Republic can be said to have its own culture and if so what this is. She began with a comprehensive survey of the history of the deaf from 1786 to the present day, identifying a major turning point in the exclusion of sign language from the education of the deaf around 1930, a move then reinforced in the communist period to the extent that teachers of the deaf had to sign a commitment not to use sign language in their lessons. She also noted the difference between so-called signed Czech, which is an exact translation of the spoken language, and Czech sign language, which has its own structure and even dialects. Following the historical research, Mazerova studied a range of Czech and foreign materials relating to the culture of the deaf, interviewed deaf people about their experiences in school, their participation in the activities of associations for the deaf, and their experiences as a deaf person in a hearing society (these interviews are recorded on video), and visited various associations, clubs and schools for the deaf throughout the country. She concluded that while deaf people share certain behaviours which are quite distinct from those of hearing Czechs, there is little sense of a community as such. The vast majority of deaf people were not born into the deaf community and while feel that they belong together, they do not identify themselves as part of a deaf community and do not work together as a community to achieve their goals.

Synchronous Description of the Grammatical Structure of Modern Romani and Elaboration of Romani Textbook

The first outcome of this project was a synchronous description of the most widely spoken Romani dialect in the Czech and Slovak Republics, aimed at teachers and lecturers of the Romani language. This is intended to serve as a methodological guide for the demonstration of various grammatical phenomena, but may also assist people who want a basic knowledge of the linguistic structure of this neo-Indian language. The grammatical material is divided into 23 chapters, in a sequence which may be followed in teaching or studying. The book includes examples of the grammatical elements, but not exercises or articles. The second work produced was a textbook of Slovak Romani, which is the most detailed in the Czech or Slovak Republics to date. It is aimed at all those interested in active use of the Romani language: high school and university students, people working with the Roma, and Roma who speak little or nothing of the language of their forebears, The book includes 34 lessons, each containing relevant Romani tests (articles and dialogues), a short vocabulary list, grammatical explanations, exercises and examples of Romani written or oral expression. The textbook also contains a considerable amount of ethno-cultural information and notes on the life and traditions of the Roman, as well as pointing out some differences between different dialects. A brief Romani-Czech phrase book is included as an appendix.