DOCSLIB.ORG

Issues in Documenting Inuit Sign Language Overview Sign Language

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Issues in Documenting Inuit Sign Language Overview Sign Language Documenting Inuit SL Joke Schuit Overview Sign linguistic fieldwork: Sign language documentation Issues in documenting Inuit Sign Language Inuit Sign Language Background & introduction Aim of this project Joke Schuit Research issues in fieldwork Universiteit van Amsterdam Conclusion Postgraduate Conference on Current issues in Sign Language, Deafness and Cognition (CISLDC) London, September 16th, 2011 1 2 Sign language documentation Location of fieldwork: Nunavut • Inuit: native people • ‘Documentary sign linguistics’ (Schembri living across the 2009) new branch in SL research. Arctic: Greenland in east-Alaska in west. • BUT mainly corpus projects in western • Possible Inuit SL among all Inuit, in countries (Corpus NGT; BSL Corpus Project; DGS). different varieties. • Focus of my • Situation of non-urban SLs is very different. documentation project is on • “Creating accessible corpora of these Nunavut. • Nunavut: ‘our land’ in languages seems imperative at this stage.” Inuktitut. – Languages fragile, often endangered; – Basis for comparative studies (Nyst, in press). 3 Fieldwork locations Deaf Inuit • Nunavut is • Traditionally Inuit are hunter-gatherers; Canada’s Arctic nomadic. Today: settled, paid jobs. territory. Size: about 2 million • MacDougall (2000): estimated 5.7/1000 km². Only 25 Inuit are deaf, ca. 155 ppl. settlements, about 31,000 • 2/3 had some formal education. people. – They use American SL / Manual Coded • Fieldwork in English. Baker and Rankin • 1/3 use Inuit Sign Language (±47 Inuit) and Taloyoak – Hardly any deaf-deaf contacts. 6 CISLDC 2011 Documenting Inuit SL Joke Schuit IUR: Inuit Sign Language Clip: Big Nose Mountain Inuit Uukturausingit THINK NEXT-MONTH PRO1 WHITE-MAN Inuit Uuktu- rausi- ngit SKIDOO TWO PRO1 INUK ONE THREE Inuit measure- established_practice- PL.POSS CC:TWO-VEHICLES-MOVE GOlocA BIG- NOSE INDEXlocA ‘the established practice for measuring of the Inuit’ ‘I think, next month, me, two white men with or skidoos, and me an Inuk makes three, go ‘Inuit Sign Language’ by skidoo to Big Nose Mountain.’ 7 8 Documentation and description of IUR Research issues in fieldwork Typologically interesting because: • Encountered methodological issues as the • High incidence of deafness (0.6%); base of research methods is in urban • Many hearing Inuit also know IUR; settings. • Not urban SL, not village community SL; • Large area, small language; • Following slides: • Extremely cold climate; Preferred methodological approach. • Language contact with highly polysynthetic – IUR situation (not unique to IUR!). Inuktitut; • Language is endangered (by ASL). 9 10 Research issue 1: informants IUR situation (informants) Deaf informants. • Limited choice of informants. Prelingual deaf signers; • No Deaf community. ‘Native speakers’ Who are members of the Deaf community. hardly ever meet. Hearing interpreters for translating the • Probably more hearing than deaf signers: data. include them? • Interpreters: – 1 deaf interpreter: influence of MCE on IUR. – Not familiar with translating single signs. 11 12 CISLDC 2011 Documenting Inuit SL Joke Schuit Research issue 2: IUR situation (elicitation) elicitation materials Elicitation material available: • Informants not schooled: setting is highly picture tasks (‘match yours to mine’); unfamiliar. video clips (Tweety-Sylvester); • Picture tasks became a game. Material tested and used before. • Video clips: not memorizing, but signing while watching. Pictures with familiar images from a tourist – Clips too long (for them)? guide. Task: please describe picture. – Data useful anyway. • Describing picture became a story. 13 14 Example: Beluga Picture Beluga-clip •WATERASL BIG / SEE MOTOR-BOAT AROUND PALMS-UP / nmf:surprise INDEX SUN [points at white] SUN CC:WHALE-SURFACES / INDEX++ INDEXpicture CC:WHALE-SWIMS • ‘Out on the sea. I’m in a motor boat, but I don’t see anything around. Then suddenly the sun reflects on something white. I tell the person behind me to look/go over there. A whale like this one in the picture.’ (Nunavut Travel Planner 2008. www.nunavuttourism.com) 15 16 Research issue 3: recording IUR situation (recording) Hearing researcher not present during • Researcher leaving would have been filming (nor any other hearing people). weird and inappropriate. Plain colours: clothing, background. • Use what is there: Chairs without arms to avoid resting of – Background, clothing. the arms (influence on phonology). – Table: resting of arms happened. Good light, steady image. • Light is good, but fieldwork was in good Language documentation: language in season. natural setting. • Natural setting: filming outside not possible. 17 18 CISLDC 2011 Documenting Inuit SL Joke Schuit Conclusion References • Not all research methods are suitable in • MacDougall, J. (2000) ‘Access to justice for deaf persons in Nunavut: focus on signed languages.’ non-western situations, let alone for SLs Report prepared for the Research and Statistics without Deaf community. Not even the Division, Department of Justice, Canada ‘basic methodology’. • Nyst, V. (in press) Shared sign languages. In: R. • Fieldworkers need to exchange Pfau, M. Steinbach and B. Woll (eds.) Sign experiences. Languages, Berlin: Mouton de Gruyter. • Possibility exists that some established • Schembri, A. (2009) Documenting sign ideas/theories will have to be re-examined. languages. In: P. Austin (ed.) Language Documentation and Description, Vol. 7, London: 19 HRELP,105-143 20 Contact info Joke Schuit Universiteit van Amsterdam, ACLC [email protected] http://home.medewerker.uva.nl/j.m.schuit 21 CISLDC 2011.
Load more

Recommended publications
  • Innu-Aimun Legal Terms Kaueueshtakanit Aimuna
    INNU-AIMUN LEGAL TERMS (criminal law) KAUEUESHTAKANIT AIMUNA Sheshatshiu Dialect FIRST EDITION, 2007 www.innu-aimun.ca Innu-aimun Legal Terms (Criminal Law) Kaueueshtakanit innu-aimuna Sheshatshiu Dialect Editors / Ka aiatashtaht mashinaikannu Marguerite MacKenzie Kristen O’Keefe Innu collaborators / Innuat ka uauitshiaushiht Anniette Bartmann Mary Pia Benuen George Gregoire Thomas Michel Anne Rich Audrey Snow Francesca Snow Elizabeth Williams Legal collaborators / Kaimishiht ka uitshi-atussemaht Garrett O’Brien Jason Edwards DEPARTMENT OF JUSTICE GOVERNMENT OF NEWFOUNDLAND AND LABRADOR St. John’s, Canada Published by: Department of Justice Government of Newfoundland and Labrador St. John’s, Newfoundland and Labrador, Canada First edition, 2007 Printed in Canada ISBN 978-1-55146-328-5 Information contained in this document is available for personal and public non-commercial use and may be reproduced, in part or in whole and by any means, without charge or further permission from the Department of Justice, Newfoundland and Labrador. We ask only that: 1. users exercise due diligence in ensuring the accuracy of the material reproduced; 2. the Department of Justice, Newfoundland and Labrador be identified as the source department; 3. the reproduction is not represented as an official version of the materials reproduced, nor as having been made in affiliation with or with the endorsement of the Department of Justice, Newfoundland and Labrador. Cover design by Andrea Jackson Printing Services by Memorial University of Newfoundland Foreword Access to justice is a cornerstone in our justice system. But it is important to remember that access has a broad meaning and it means much more than physical facilities. One of the key considerations in delivering justice services in Inuit and Innu communities is improving access through the use of appropriate language services.
    [Show full text]
  • Indigenous Languages
    INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants.
    [Show full text]
  • Halkomelem Denominal Verbs' 1 Denominal Verbs
    Halkomelem denominal verbs' Donna B. Gerdts and Thomas E. Hukari Simon Fraser University and University of Victoria Halkomelem has four denominal verb prefixes: c- 'have, get, make, do', I-'ingest, partake', txW- 'buy', i- 'go to'. These prefixes attach to nominal bases to form intransitive verbs. The noun to which the prefix attaches is usually unspecified, generic, or non-individuated and can be doubled with a free­ standing nominal of more specific meaning. Syntactically, this nominal is an oblique object, parallel to patients of antipassive or applicative constructions. Denominal verb constructions are widely used, especially for denoting possession. As in the case of denominal verbs in other languages, they can be formed­ quite freely, as long as the situation allows for an interpretation. 1 Denominal verbs Some intransitive verbs in Halkomelem are composed of a noun base, such as stiqiw 'horse', 8X wimel 'store', or sqew8 'potato', together with a verbalizing prefix.2 These forms appear in a denominal verb construction, where the derived form serves as an intransitive verb.3 I We would like to express our appreciation to the speakers of Island Halkomelem who have provide data for this paper, especially Arnold Guerin, Ruby Peter, and Theresa Thome. We appreciate editorial assistance from Kaoru Kiyosawa, Todd Peterson, and Charles Ulrich. Thanks to audiences at BLS, CLA, and WSCLA for comments on earlier versions of this paper. Funding for our research comes from a Jacobs Fund Grant and SSHRC Standard Research Grants #410-2001-1335 and #410-96-1247. 2 The nominal prefix s- disappears after c- and /- but not after tx w_ and i-.
    [Show full text]
  • Bare Nouns in Innu-Aimun: What Can Semantics Tell Us About Syntax?1
    Bare nouns in Innu-aimun: what can semantics tell us about syntax?1 Carrie Gillon Arizona State University The structure of bare nouns has long been controversial. Many researchers argue that bare nouns involve a covert determiner (e.g., Longobardi 1994, Progovac 1998); many others argue that bare nouns are truly bare (e.g., Chierchia 1998, Rullmann and You 2003, Bošković (2008), Bošković and Gajewski to appear). Others argue that bare nouns can vacillate between NP and DP structures (Franks and Pereltsvaig 2004, Ajíbóyè, 2006). In this paper, I use semantic diagnostics to shed light on the structure of bare nouns in Innu- aimun (Algonquian). In previous work, I argue that, crosslinguistically, determiners are associated with a particular semantics: domain restriction (Gillon 2006, 2009b). Using this as a starting point, I investigate the behaviour of bare nouns in Innu-aimun and show that they must involve two different structures: DP and NP. I also argue that the covert determiner must be associated with a non-definite semantics. 1 Introduction This paper addresses two related questions. First, this paper addresses the question of whether semantics can provide us with insight into the structure of bare nouns.2 I explore the idea that the semantics can help us uncover the structure of bare nouns. Bare nouns have no overt functional superstructure. The question is whether bare nouns in languages that lack articles have covert determiners; that is, whether they are covert DPs or simply NPs.3 I argue that there is a covert determiner in Innu-aimun, but that it is not always present, based on the semantic variability of bare nouns.
    [Show full text]
  • Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
    Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America.
    [Show full text]
  • Nunavut Utilities Technical Guide, Version 2.1, June 2, 2005 1 CONTENTS
    Nunavut Utilities Technical Guide Prepared by Multilingual E-Data Solutions For the Nunavut Department of Culture, Language, Elders and Youth Nunavut Utilities Technical Guide, Version 2.1, June 2, 2005 1 CONTENTS 1. Introduction................................................................................................................... 4 2. Syllabic Font Conversions............................................................................................ 4 2.1 Using Unicode as a Pivot Font.................................................................................. 5 2.2 Conversions to Unicode............................................................................................ 6 2.3 Conversions back to “Legacy” fonts......................................................................... 6 2.4 Special Processing Routines ................................................................................. 6 2.4.1 Placement of Long vowel markers .................................................................... 6 2.4.2 Extra Long vowel markers................................................................................. 7 2.4.3 Typing variations and collapsing characters...................................................... 7 3. Roman/Syllabic Transliteration Conversions ............................................................ 8 3.1 Introduction............................................................................................................... 8 3.2 Inuit Cultural Institute (ICI) Writing System...........................................................
    [Show full text]
  • Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story
    Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story LakE BEArbine Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy)
    [Show full text]
  • News Release
    NEWS RELEASE FOR IMMEDIATE DISTRIBUTION DEAF INUIT OF NUNAVIK WORKSHOP Kuujjuaq, May 22, 2018 – The second workshop for Deaf InuiT of Nunavik will be held aT The Pigiursavik CenTre in Inukjuak, from May 22 To 26. ParTicipanTs of The workshop will arrive from 8 differenT communiTies around Nunavik. This year’s evenT is an expanded version of The first workshop held in May, 2016. BoTh workshops follow a Needs AssessmenT that was funded by The Nunavik Regional Board of HealTh and Social Services (NRBHSS), in 2015. The Two major needs idenTified in This assessmenT were: 1. The need for the Deaf To have improved auTonomy and parTicipaTion in Their communiTies. 2. The need for the Deaf To idenTify, socialize and communicaTe wiTh each oTher and other Deaf groups and individuals. There are currenTly 15 Deaf adulTs and Two Deaf children in Nunavik. For most, The shared language of communicaTion is a combinaTion of American Sign Language (ASL) and InuiT signs and expressions relaTed To culTure and communiTy. This year’s evenT will be expanded To include Deaf children, family members and The group of previously Trained InuiT sign language inTerpreTers. • Deaf adulTs will focus on enrichmenT activiTies in ASL. There will also be informaTive presenTaTions by various communiTy organizaTions such as The Justice System, KRG employmenT, and Social Services. • There will be a beginners ASL class for family members and some who have lost their hearing later in life. • A course will be run for previously Trained InuiT sign language interpreters To upgrade Their skills. • SeparaTe language rich activiTies for The Two Deaf studenTs and some of Their siblings will Take place.
    [Show full text]
  • Learning from Innu Activist Elizabeth Penashue's Diaries
    The Pedagogy of Translation: Learning from Innu activist Elizabeth Penashue’s Diaries ELIZABETH YEOMAN Memorial University of Newfoundland Collaborating In every communicative act there is a gap -- between teller and listener, between writer and reader, between signifier and signified. However, this gap can be a creative space in which new forms of agency and of voice may arise... A diversity of forms of affiliation is possible and indeed necessary to recognize the struggle of writing and of telling a more just story of Indigenous presence in North America, through the mode of cross-cultural collaboration. (Sophie McCall, 2011, p. 213) You don’t have to write exactly what I said because my English is not that good. You can use other words but it have to mean exactly what I said. (Elizabeth Penashue) I first met Elizabeth Penashue when I interviewed her for a CBC Ideas radio documentary on the theme of walking. I was in St. John’s and she Journal of the Canadian Association for Curriculum Studies Volume 10 Number 2, 2012 The Pedagogy of Translation: Learning from Innu activist Elizabeth Penashue’s Diaries YEOMAN was in Goose Bay. It was the first interview she had ever given in English and she had brought her daughter to help her. As she described the annual weeks-long walk she leads on snowshoes across the Labrador wilderness, and its meaning in relation to her quest for environmental justice and cultural survival for the Innu, she wept … and so did I. Somehow across our vast cultural and linguistic difference and through our tears, we connected.
    [Show full text]
  • Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C
    Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C. Fabbi, Canadian Studies Center, Henry M. Jackson School of International Studies, University of Washington, Seattle. The author would like to thank Heather Campbell, Language and Culture Coordinator, Inuit Tapiriit Kanatami; Toni White and Catharyn Andersen from the Torngâsok Cultural Centre, Nunatsiavut; and Jay Arnakak, Qikiqtani Inuit Association, Nunavut for their expert advice. Written for the Arctic Indigenous Languages Symposium, Sustainable Development Working Group, Arctic Council, coordinated by the Inuit Circumpolar Council (Canada), and hosted by the Saami Council, Norway, October 2008, www.arcticlanguages.com. Language not only communicates, it defines culture, nature, history, humanity and ancestry. Preserving endangered languages is a vital part of securing the culture and heritage of our rich human landscape. Language keeps traditions alive, it inspires knowledge and respect about our past and the planet on which we live, and it links communities across borders and beyond time. Quoted from the United Nations web site “The UN Works for Cultural Diversity: Endangered Languages” The scientific community has warned that such historical assimilation campaigns—combined with declining Indigenous populations, increased mobility, economic pressures, as well as exposure to television and other communications technologies—could lead to the loss of half of the world’s 6,000 to 7,000 languages by 2050. With such a decline, they warn, will come the demise of local knowledge, mentalities, creativity and heritage, as well as specialized information such as unique survival skills and traditional medicines. from Canada World View, Fall 2004 Language is a cultural mosaic of communication.
    [Show full text]
  • Chapter 2 Sign Language Types
    Chapter 2 Sign language types This chapter defines four different sign language types, based on the infor- mation available in the respective sources. Before introducing the types of sign languages, I first report on the diachronic developments in the field of typological sign language research that gave rise to the distinction of the various sign language types. Sign language research started about five decades ago in the United States of America mainly due to the pioneering work of Stokoe (2005 [1960]), Klima and Bellugi (1979), and Poizner, Klima and Bellugi (1987) on American Sign Language (ASL). Gradually linguists in other countries, mainly in Europe, became interested in sign language research and started analyzing European sign languages e.g. British Sign Language (BSL), Swedish Sign Language (SSL), Sign Language of the Netherlands (NGT) and German Sign Language (DGS). Most of the in-depth linguistic descrip- tions have been based on Western sign languages. Therefore, it has long been assumed that some fundamental levels of linguistic structure, such as spatial morphology and syntax, operate identically in all sign languages. Recent studies, however, have discovered some important variations in spatial organization in some previously unknown sign languages (Washabaugh, 1986; Nyst, 2007; Marsaja, 2008; Padden, Meir, Aronoff, & Sandler, 2010). In the context of growing interest in non-Western sign languages towards the end of the 1990s and more recently, there have been efforts towards developing a typology of sign languages (Zeshan, 2004ab, 2008, 2011b; Schuit, Baker, & Pfau, 2011). Although it has been repeatedly emphasized in the literature that the sign language research still has too little data on sign languages other than those of national deaf communities, based in Western or Asian cultures (Zeshan, 2008).
    [Show full text]
  • Sign Language Acronyms
    Sign language acronyms Throughout the Manual, the following abbreviations for sign languages are used (some of which are acronyms based on the name of the sign language used in the respective countries): ABSL Al Sayyid Bedouin Sign Language AdaSL Adamorobe Sign Language (Ghana) ASL American Sign Language Auslan Australian Sign Language BSL British Sign Language CSL Chinese Sign Language DGS German Sign Language (Deutsche Gebärdensprache) DSGS Swiss-German Sign Language (Deutsch-Schweizerische Gebärdensprache) DTS Danish Sign Language (Dansk Tegnsprog) FinSL Finnish Sign Language GSL Greek Sign Language HKSL Hong Kong Sign Language HZJ Croatian Sign Language (Hrvatski Znakovni Jezik) IPSL Indopakistani Sign Language Inuit SL Inuit Sign Language (Canada) Irish SL Irish Sign Language Israeli SL Israeli Sign Language ÍTM Icelandic Sign Language (Íslenskt táknmál) KK Sign Language of Desa Kolok, Bali (Kata Kolok) KSL Korean Sign Language LIS Italian Sign Language (Lingua dei Segni Italiana) LIU Jordanian Sign Language (Lughat il-Ishaara il-Urdunia) LSA Argentine Sign Language (Lengua de Señas Argentina) Libras Brazilian Sign Language (Língua de Sinais Brasileira) LSC Catalan Sign Language (Llengua de Signes Catalana) LSCol Colombian Sign Language (Lengua de Señas Colombiana) LSE Spanish Sign Language (Lengua de Signos Española) LSF French Sign Language (Langue des Signes Française) LSQ Quebec Sign Language (Langue des Signes Québécoise) NGT Sign Language of the Netherlands (Nederlandse Gebarentaal) NicSL Nicaraguan Sign Language NS Japanese Sign Language (Nihon Syuwa) NSL Norwegian Sign Language NZSL New Zealand Sign Language DOI 10.1515/9781501511806-003, © 2017 Josep Quer, Carlo Cecchetto, Caterina Donati, Carlo Geraci, Meltem Kelepir, Roland Pfau, and Markus Steinbach, published by De Gruyter.
    [Show full text]