Academics
Areas of Study

Deborah Pichler

Professor/Masters and Doctoral Program Director

Language, Education, and CultureLinguistics

3218 Sorenson Language and Communication Center

202-651-5427 (alt)

About

Education

  • 2001 Ph.D. in Linguistics. University of Connecticut
  • 1998  MA in Linguistics. University of Connecticut
  • 1995 B.A. in French Language & Culture. Pennsylvania State University
  • 1995 B.S. in General Biology. Pennsylvania State University
  • LIN-480 Linguistics Research Experienc (2010/02)(01)
  • LIN-510 Intro to First and Second Lang (2010/02)(01)
  • LIN-510 Intro to First and Second Lang (2014/02)(01)
  • LIN-702 Intro to Syntactic Theory (2010/01)(01)
  • LIN-702 Generative Linguistics (2011/01)(01)
  • LIN-702 Generative Linguistics I (2012/01)(01)
  • LIN-702 Generative Linguistics I (2013/01)(01)
  • LIN-702 Generative Linguistics I (2014/01)(01)
  • LIN-703 Proseminar I (2009/01)(01)
  • LIN-703 Proseminar I (2010/01)(01)
  • LIN-703 Proseminar (2011/01)(01)
  • LIN-703 Proseminar (2013/02)(01)
  • LIN-704 Proseminar II (2010/02)(01)
  • LIN-733 Generative Linguistics II (2011/02)(01)
  • LIN-733 Generative Linguistics II (2012/02)(01)
  • LIN-733 Generative Linguistics II (2013/02)(01)
  • LIN-733 Generative Linguistics II (2014/02)(01)
  • LIN-799 Independent Study (2010/02)(01)
  • LIN-802 Generative Linguistics III (2012/01)(01)
  • LIN-811 Language Acquisition by Chldrn (2009/01)(01)
  • LIN-811 First Language Acquisition (2012/02)(01)
  • LIN-812 Second Language Acquisition (2014/01)(01)
  • LIN-812 Language Learning by Adults (2009/02)(01)
  • LIN-880 Guided Research Project (2009/01)(01)
  • LIN-880 Guided Research Project (2011/01)(01)
  • LIN-880 Guided Research Project (2009/02)(01)
  • LIN-880 Guided Research Project (2011/02)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2011/01)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2011/02)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2012/02)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2013/02)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2013/01)(02)
  • LIN-890 Dissertation Proposal Devlpmnt (2012/02)(02)
  • LIN-900 Dissertation Research (2009/01)(01)
  • LIN-900 Dissertation Research (2010/01)(01)
  • LIN-900 Dissertation Research (2011/01)(01)
  • LIN-900 Dissertation Research (2012/01)(01)
  • LIN-900 Dissertation Research (2013/01)(01)
  • LIN-900 Dissertation Research (2014/01)(01)
  • LIN-900 Dissertation Research (2009/02)(01)
  • LIN-900 Dissertation Research (2010/02)(01)
  • LIN-900 Dissertation Research (2011/02)(01)
  • LIN-900 Dissertation Research (2012/02)(01)
  • LIN-900 Dissertation Research (2013/02)(01)
  • LIN-900 Dissertation Research (2014/02)(02)
  • LIN-302 Intro to Syntax and Discourse (2017/02)(01)
  • LIN-302 Intro to Syntax and Discourse (2018/02)(01)
  • LIN-510 Intro to First and Second Lang (2018/01)(G01)
  • LIN-595 Special Topics (2017/01)(01)
  • LIN-702 Generative Linguistics I (2015/01)(01)
  • LIN-702 Generative Linguistics I (2017/01)(01)
  • LIN-702 Generative Linguistics I (2018/01)(01)
  • LIN-702 Generative Linguistics I (2019/01)(01)
  • LIN-702 Generative Linguistics I (2020/01)(01)
  • LIN-733 Generative Linguistics II (2015/02)(01)
  • LIN-733 Generative Linguistics II (2017/02)(01)
  • LIN-733 Generative Linguistics II (2018/02)(01)
  • LIN-799 Independent Study (2018/01)(01)
  • LIN-802 Generative Linguistics III (2017/01)(01)
  • LIN-802 Generative Linguistics III (2020/01)(01)
  • LIN-812 Second Language Acquisition (2019/02)(01)
  • LIN-880 Guided Research Project (2015/01)(02)
  • LIN-880 Guided Research Project (2015/02)(02)
  • LIN-880 Guided Research Project (2019/01)(03)
  • LIN-880 Guided Research Project (2019/02)(03)
  • LIN-883 Dissertation Concept Paper (2017/01)(01)
  • LIN-883 Dissertation Concept Paper (2020/01)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2017/01)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2016/02)(01)
  • LIN-900 Dissertation Research (2015/01)(01)
  • LIN-900 Dissertation Research (2020/01)(01)
  • LIN-900 Dissertation Research (2015/02)(01)
  • LIN-900 Dissertation Research (2017/02)(01)
  • LIN-900 Dissertation Research (2019/02)(01)
  • LIN-900 Dissertation Research (2017/02)(02)
  • LIN-900 Dissertation Research (2018/02)(02)
  • LIN-900 Dissertation Research (2017/01)(03)
  • LIN-900 Dissertation Research (2018/01)(04)
  • LIN-900 Dissertation Research (2019/01)(04)
  • LIN-733 Generative Linguistics II (2020/02)(01)
  • LIN-883 Dissertation Concept Paper (2020/02)(03)
  • LIN-900 Dissertation Research (2020/02)(01)
  • LIN-702 Generative Linguistics I (2021/01)(01)
  • LIN-890 Dissertation Proposal Devlpmnt (2021/01)(05)
  • LIN-900 Dissertation Research (2021/01)(01)
  • PST 375: Language Learning by Eye and by Ear (2017/02)
  • PST 375 - Language Learning by Eye or by Ear (2018/01)
  • PST 375: Language Learning by Eye and by Ear (2018/02)
  • PST 375: Language Learning by Eye and by Ear (2020/01)
  • PST 375: Language Learning by Eye and by Ear (2019/02)
  • PST 375: Language Learning by Eye and by Ear (2019/03)
  • PST 375: Language Learning by Eye and by Ear (2020/02)
  • PST 375: Language Learning by Eye and by Ear (2020/03)
  • PST 375: Language Learning by Eye and by Ear (2021/01)
  • Bimodal Bilingualism Summer Research Training Course (2020/03)
  • Language acquisition by signing children (2019/02)
  • Language acquisition by signing children (2018/03)
  • Language (deprivation) in deaf children (2022/01)
  • The case of bimodal bilingualism for deaf children in hearing families (2021/02)
  • Language acquisition by signing children (2020/02)
  • Recent research on Bimodal bilingualism (2020/03)
  • Language Learning Through the Eye and Ear: Q&A Session (2020/01)
  • Language Learning Through the Eye and Ear Q&A Session (2019/02)
  • Shared reading and depiction in creative storytelling (2019/01)
  • Three myths that perpetuate language deprivation (2019/01)
  • Child language development by eye or by ear (2019/01)
  • Language acquisition by signing children (2018/03)
  • Language acquisition by signing children (2018/03)
  • The importance of early sign language exposure for deaf children (2017/03)
  • Connect the Dots: Language Acquisition as Pattern-Findin (2017/03)
  • Language acquisition as pattern finding (2021/02)
  • Advising Load 2021/02: Total:33 Masters:20 Doctoral:2 Other:11
  • Advising Load 2022/01: Total:33 Masters:20 Doctoral:2 Other:11
  • Advising Load 2020/02: Total:33 Masters:21 Doctoral:2 Other:10
  • Advising Load 2021/01: Total:33 Masters:21 Doctoral:2 Other:10
  • Advising Load 2020/01: Total:30 Masters:18 Doctoral:2 Other:10
  • Advising Load 2019/02: Total:26 Masters:16 Doctoral:1 Other:9
  • 2014 Outstanding Graduate Faculty Award
  • 2009 Fulbright Senior Specialist Fellowship to University of Zagreb
  • 2017 Overseas Visiting Fellow
  • 2017 Invited Guest Researcher
  • Word order variation and acquisition in American Sign Language.
  • Conventions for sign and speech transcription of child bimodal bilingual corpora in ELAN
  • Desenvolvimento bilíngue intermodal: implicações para educação e interpretação de língua de sinais
  • Spoken English language development among native signing children with cochlear implants
  • Sign production by first-time hearing signers: A closer look at handshape accuracy
  • Bilingual language synthesis: Evidence from WH-questions in bimodal bilinguals
  • Acquisition of syntax in signed languages
  • Possession and existence in three sign languages
  • Using early ASL to shed light on word order variability in sign language
  • Multilingual aspects of signed language communication and disorder
  • WH-QUESTIONS IN BIMODAL BILINGUALS--EVIDENCE FOR LANGUAGE SYNTHESIS
  • O que bil'ingues bimodais t^em a nos dizer sobre desenvolvimento bil'ingue?
  • What bimodal bilingual have to say about bilingual developing?
  • Sign language acquisition
  • Effects of bimodal production on multi-cyclicity in early ASL and Libras
  • Sources of handshape error in first-time signers of ASL
  • Variation in the Input
  • Spoken English Language in Native Signing Children with Cochlear Implants
  • Bimodal bilingual cross-language influence in unexpected domains
  • An overview of possessives and existentials in American Sign Language
  • Development of sign language acquisition corpora
  • Standardizing Chinese Sign Language for use in post-secondary education
  • Two Languages But One Computation: Code-Blending in Bimodal Bilingual Development
  • Language choice in bimodal bilingual development
  • Code-blending in bimodal bilingual development
  • Methodological considerations for the development and use of sign language acquisition corpora
  • Methods in bimodal bilingualism research: Experimental studies
  • BIMODAL BILINGUAL CROSS-LANGUAGE INFLUENCE IN UNEXPECTED DOMAINS1 DIANE LILLO-MARTIN, RONICE M"ULLER DE QUADROS
  • CHAPTER THIRTY-THREE EARLY EFFECTS OF BILINGUALISM ON WH-QUESTIONSTRUCTURES: INSIGHT FROM SIGN-SPEECH BILINGUALISM1
  • Acquisition of sign language as a second language (L2)
  • Early effects of bilingualism on WH-question structures: Insight from sign-speech bilingualism
  • 12 Bimodal Bilingualism: Sign Language and Spoken Language
  • 14 Acquisition of Sign Language as
  • Language acquisition
  • Phonological memory and phonological acquisition in bimodal bilingual children
  • Learning American Sign Language in High School.
  • Best practices for building a bimodal/bilingual child language corpus
  • Methodological considerations for the development and use of sign language acquisition data
  • Possessive and existential constructions in sign languages
  • Refining Coding Criteria for Phonological Accuracy of L2 Signing
  • The Oxford Handbook of Deaf Studies in Language
  • Bi-National Bi-modal Bi-Lingual corpora of child language
  • Synthesizing commentaries and responses
  • Empirical Manuscripts
  • Improving ASL Pedagogy
  • The development of bimodal bilingualism: Implications for linguistic theory
  • A short introduction to heritage signers
  • Proceedings of the 36th Annual Boston University Conference on Language Development
  • Language acquisition and development: Proceedings of GALA 2009
  • Multilingual aspects of signed language communication and disorder
  • Multi-modal visually-oriented translanguaging among Deaf signers
  • Greatest challenges to implementing translanguaging practices in Swedish and American deaf contexts
  • Heritage signers: Bimodal bilingual children from deaf families
  • Sign Multilingualism
  • Multidisciplinary Perspectives on Multilingualism: The Fundamentals
  • Mais do que a soma das partes: Aspetos fonol'ogicos da aquisic{c}~ao bilingue bimodal da linguagem
  • Cross-Language influence, code-switching, and code-blending
  • Sign Language Acquisition by Deaf and Hearing Children: a Bilingual Introductory Digital Course
  • Noun Phrases in bimodal bilingual acquisition
  • The development of sign language
  • Sign Language
  • Development of pointing signs in ASL and implications for their analysis
  • L2 acquisition of sign language
  • Effects of bimodal production on multi-cyclicity in early ASL and Libras
  • More than the sum of the parts: bimodal bilingual language acquisition phonological aspects
  • Family ASL: An Early Start to Equitable Education for Deaf Children
  • Cripping the ‘delay’: Multilingualism-related consequences of re-labeling language deprivation systems
  • Lessons to be learned from bimodal bilingualism
  • Towards optimizing sign language input from hearing parents: Identifying the linguistic patterns that matter most
  • Recognizing the importance of M1L2 sign language learners
  • Handbook of Bilingual Phonetics and Phonology
  • Phonological development in ASL-signing children: Insights from pseudosign repetition tasks
  • Recognizing Complexity in Children's Signed Narratives
  • ASL Pronoun Acquisition: Implications for Pronominal Theory
  • Bimodal Bilingualism for an early start to equitable education for deaf children
  • Points to self by deaf, hearing and coda children
  • Hearing parents and deaf children learning a sign language together
  • Deaf vs Hearing L2 Signers: Preliminary comparison of M1L2 and M2L2 narratives
  • Parents partnering with language researchers to identify best practices for learning ASL
  • Sign Language Acquisition, Annotation, Archiving and Sharing: The SLAAASh Project Status Report.
  • ASL pronoun acquisition: Implications for pronominal theory.
  • Effect of minimal sign language instruction on hearing learners’ constituent order.
  • Motivation for L2 ASL learning by hearing parents with deaf children
  • How to support ASL as an L1 for children and L2 for parents: An interactive discussion
  • Stuck at beginner level: Hearing parents’ challenges in learning ASL word order.
  • Aquisição língua de sinais
  • Family ASL: Bimodal bilingual acquisition by deaf children of hearing parents- (National Institutes of Health (NIH))
  • L2 sign acquisition in M1 and M2 contexts- (Gallaudet Priority Grant)
  • The development of bimodal bilingualism- (National Institutes of Health)
  • Family ASL: L2 Sign Acquisition by Hearing Parents of Deaf Children- (National Institutes of Health)
  • Shane Blau-LIN (PhD) 2021/02
  • Daniel Maier-LIN (PhD) 2021/02
  • Heather Hamilton-LIN (PhD) 2021/02
  • Kaj Kraus-LIN (PhD) 2021/02
  • Council on Graduate Education: Chair 2018/01-2018/02
  • Council on Graduate Education: Member 2012/01-2017/02
  • ELI search (2 positions) 2021/02
  • LIN representative to GLIDE ad hoc committee 2020/01
  • LIN search committee 2019/02-2019/03
  • LIN graduate coordinator 2019/01
  • Faculty representative, Operational Transformation Steering Committee 2021/02
  • CGE Curriculum Subcommittee Chair 2016/01-2017/02
  • LIN assessment coordinator 2018/01-2018/02
  • Proxy LIN chair for meetings with Dean 2018/01-2018/02
  • External reviewer for Habilitation applicant: University of Paris VIII 2020/01-2020/01
  • External reviewer for Docentship application: University of Jyväskylä 2021/01-2021/02
  • External referee for Professor of Finnish Sign Language search: University of Jyväskylä, Finland 2017/03-2018/01
  • External referee for Substantiation application: Chinese University of Hong Kong 2019/03-2019/03
  • External referee for tenure application: Boston University 2021/01-2021/01
  • External referee for tenure application: Smith College 2011/01-2011/01
  • Member of Program Review team for CUHK Dept of Linguistics: Chinese University of Hong Kong (CUHK) 2017/03-2018/01
  • Member of expert panel at Clerc Center: Clerc Center 2018/02-2019/01
  • Reviewing linguistics journals: Various 2005/01
  • External reviewer for linguistics conferences: TISLR, ICSLA, SSLL, FEAST 2005/01
  • External reviewer for granting agencies: Various 2008/01
  • Guest lecturer at University of MD: University of MD 2005/01
  • Guest lecturer at Georgetown U: Georgetown University 2005/02-2015/02
  • Guest lecturer at local middle and high schools: Local middle and high schools 2013/02-2015/02
  • Lecture at parents' workshop: National Institutes of Health (NIH) 2017/02-2017/02
  • Bilingualism lecture: National Institutes of Health (NIH) 2015/03-2015/03
  • Member of expert panel on “Focusing on Early Accessible Language” : Clerc Center national online panel 2018/02-2018/02
  • Professional/Faculty Development: Washington, District of Columbia 2002/01
  • Bilingual Approaches Seminar (I): Washington, District of Columbia 2013/03-2013/03
  • Certification for online teaching: Washington, District of Columbia 2013/01-2013/01
  • Quality Matters Peer Reviewer Course: Washington, District of Columbia 2019/03-2019/03
  • 2015-2021 SLAAASh project (Sign Language Acquisition, Annotation, Archiving and Sharing) 2015/01-2020/02
  • ASL Connect pilot project 2018/03-2021/01
  • Bimodal Bilingual Code-Blending: Language Synthesis 2018/01
  • I can’t hear you—could you repeat the question in sign language please? 2020/02
  • SMILE-II project (​​Scalable multimodal sign language technology for sign language learning and assessment, Phase-II) 2021/01
  • DINLANG project (Multimodal language practices in French family dinners) 2021/01
  • Contact Me

    Deborah Pichler

    3218 Sorenson Language and Communication Center

    202-651-5427

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