Gabrielle Jones

Dr. Gabrielle Jones taught elementary and middle school education for eight years in an ASL-based classroom, where sign language was the language of instruction. She joined the Center for ASL and English Bilingual Education Research (CAEBER) first as a trainee and later as a mentor to teaching colleagues at the Kendall Demonstration Elementary School in Washington, D.C.

In 2008, she moved to the University of Illinois to study the acquisition of reading in Chinese and to work with researchers who specialize in visual language learning. She was awarded a three-year doctoral fellowship from the National Science Foundation Science of Learning Center on Visual Language and Visual Learning. Through this fellowship, she conducted interview research in the United States and abroad with Deaf Chinese adults exploring their school and literacy experiences.

In 2013, Dr. Jones received her Ph.D. in Educational Psychology from the University of Illinois Urbana–Champaign in the Cognitive Science of Teaching and Learning division. She was an assistant professor at Boston University before accepting an appointment at UC San Diego.

Her personal multilingualism and longstanding interest in cross-linguistic studies inform her research on how deaf children learn to read foreign scripts. She is dedicated to advancing teaching and learning through this work and to supporting the success of her students.

• Andrews, & Jones, G. A. (2021). The “Silk Road” to Literacy for Chinese Deaf Students. American Annals of the Deaf (Washington, D.C. 1886), 166(4), 439–445. https://doi.org/10.1353/aad.2021.0037

• Jones, G.A (2021). Epilogue: Chinese Literacy From a Deaf Lens. American Annals of the Deaf (Washington, D.C. 1886), 166(4), 573–578. https://doi.org/10.1353/aad.2021.0043

• Jones, G.A. (2021). Deaf Teachers’ Reflections on Chinese Literacy. American Annals of the Deaf (Washington, D.C. 1886), 166(4), 554–572. https://doi.org/10.1353/aad.2021.0042 

• Jones, G,A Ni, D., Wang, W. (2021) Nothing about us without us: Education and Language Access in China. Special issue in Sign Language-Medium Education in the Global South. Deafness & Education International Journal https://doi.org/10.1080/14643154.2021.1885576

• Mamas, C., Daly, A., Cohen, S. & Jones, G.A (2021). Social Participation of Students with Autism Spectrum Disorders in General Education Settings Learning, Culture and Social Interaction Journal. (28), https://doi.org/10.1016/j.lcsi.2020.100467

• Jones, G.A (2021). “Bicultural, Bilingual, and Bimodal Deaf Education.” In George Noblit (Ed.), Oxford Research Encyclopedia of Education. New York: Oxford University Press. http://doi.org/10.1093/acrefore/9780190264093.013.457

• Jones, G.A. & Singleton, J. (April, 2020) Deaf Chinese Adults: Sociocultural reflections on learning to read Chinese. Jean Andrews & Quiying Wang (Eds.) Literacy and Deaf Education: Toward a Global Understanding.p.269-288. Gallaudet University Press. 

• Jones, G.A. (2018). “Reframing Literacy from a Deaf Lens: Practice and Implications. Compendium LMU. 
• Singleton, J.L., Jones, G.A, & Hanumantha, S. (2017). Deaf Community Involvement in the Research Process: An Examination of Barriers and Strategies in Research in Deaf Education. Chapter to appear in S. Cawthon & C. Garberoglio (Eds.) Research Methodology in Deaf Education. New York: Oxford University Press.
• Singleton, J.L., Jones, G.A & Hanumantha, S. (2014). Toward ethical research practice with Deaf participants. Journal of Empirical Research on Human Research Ethics, (July) 9, 59-66,  https://doi.org/10.1177/1556264614540589
• Singleton, J., Jones, G.A & Hanumantha, S. (2012) Deaf Friendly Research?  Toward Ethical Practice in Research Involving Deaf Participants. Deaf Studies Digital Journal, Issue 3, Spring 2012.