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Sign Language Typology Series
SIGN LANGUAGE TYPOLOGY SERIES The Sign Language Typology Series is dedicated to the comparative study of sign languages around the world. Individual or collective works that systematically explore typological variation across sign languages are the focus of this series, with particular emphasis on undocumented, underdescribed and endangered sign languages. The scope of the series primarily includes cross-linguistic studies of grammatical domains across a larger or smaller sample of sign languages, but also encompasses the study of individual sign languages from a typological perspective and comparison between signed and spoken languages in terms of language modality, as well as theoretical and methodological contributions to sign language typology. Interrogative and Negative Constructions in Sign Languages Edited by Ulrike Zeshan Sign Language Typology Series No. 1 / Interrogative and negative constructions in sign languages / Ulrike Zeshan (ed.) / Nijmegen: Ishara Press 2006. ISBN-10: 90-8656-001-6 ISBN-13: 978-90-8656-001-1 © Ishara Press Stichting DEF Wundtlaan 1 6525XD Nijmegen The Netherlands Fax: +31-24-3521213 email: [email protected] http://ishara.def-intl.org Cover design: Sibaji Panda Printed in the Netherlands First published 2006 Catalogue copy of this book available at Depot van Nederlandse Publicaties, Koninklijke Bibliotheek, Den Haag (www.kb.nl/depot) To the deaf pioneers in developing countries who have inspired all my work Contents Preface........................................................................................................10 -
Fun Facts About Dr. Seuss • Dr Seuss’S Real Name Was Theodor Seuss Geisel but His Friends and Family Called Him ‘Ted’
Fun Facts about Dr. Seuss • Dr Seuss’s real name was Theodor Seuss Geisel but his friends and family called him ‘Ted’. • Theodor Seuss Geisel was born on 2 March 1904 in Springfield, Massachusetts. • Ted worked as a cartoonist and then in advertising in the 1930s and 1940s but started contributing weekly political cartoons to a magazine called PM as the war approached. • The first book that was both written and illustrated by Theodor Seuss Geisel was And to Think That I Saw It on Mulberry Street. The book was rejected 27 times before being published in 1937. • The Cat in the Hat was written as a result of a 1954 report published in Life magazine about illiteracy among school children. A text-book editor at a publishing company was concerned about the report and commissioned Ted to write a book which would appeal to children learning to read, using only 250 words given to him by the editor. • Ted was fascinated by research into how babies develop in the womb and whether they can hear and respond to the voices of their parents. He was delighted to find that The Cat in the Hat had been chosen by researchers to be read by parents to their babies while the babies were still in utero . • Writing as Dr Seuss, Theodor Seuss Geisel wrote and illustrated 44 children's books. and These books have been translated into more than 15 languages and have sold over 200 million copies around the world. Complete List of Dr Seuss Books And To Think That I Saw It On Mulberry Street (1937) The 500 Hats Of Bartholomew Cubbins (1938) The King's Stilts (1939) -
Seussical Study Guide Oct 27.Indd
Lorraine Kimsa Theatre for Young People EDUCATION PARTNERS ARTISTIC DIRECTOR Allen MacInnis MANAGING DIRECTOR Nancy J. Webster NOV. 12 to DEC. 31, 2006 MUSIC BY STEPHEN FLAHERTY, LYRICS BY LYNN AHRENS BOOK BY LYNN AHRENS AND STEPHEN FLAHERTY CO-CONCEIVED BY LYNN AHRENS, STEPHEN FLAHERTY AND ERIC IDLE BASED ON THE WORKS OF DR. S EUSS AC DIRECTED BY ALLEN M INNIS Study Guide by Aida Jordão and Stephen Colella Design and layout by Amy Cheng THE STUDY GUIDE 1 Curriculum Connection: Choreography and Movement 10 Themes Monkey Around Seussical and the Ontario Curriculum Find your Animal Twin THE COMPANY 2 Curriculum Connection: Animals and Habitat 11-12 Cast Find the Habitat Creative Team Living Things and their Habitats THE PLAY 2 Curriculum Connection: Nature and Conservation 13 Synopsis Ways to Protect Threatened Animals Invisible Dangers BACKGROUND INFORMATION 3 About Dr. Seuss Curriculum Connection: Community and Government 14-17 How Seussical came to be Children’s Rights A Citizen’s Duties THE INTERPRETATION 4-7 Responsibility and Accountability A note from the Director A note from the Musical Director Curriculum Connection: Portraiture, Community 18-19 A note from the Costume Designer The Whos in your World A note from the Set and Props Designer Curious Creatures Characters RESOURCES 20 CLASSROOM ACTIVITIES Curriculum Connection: Musical Performance 8-9 Sheet music for “Oh, the Thinks you can Think” Lyrics and Arrangement Song Genres LIVE THEATRE IS AN ACTIVE EXPERIENCE GROUND RULES: THEATRE IS A TWO-WAY EXCHANGE: As members of the audience, you play an important part in the Actors are thrilled when the audience is success of a theatrical performance. -
CENDEP WP-01-2021 Deaf Refugees Critical Review-Kate Mcauliff
CENDEP Working Paper Series No 01-2021 Deaf Refugees: A critical review of the current literature Kate McAuliff Centre for Development and Emergency Practice Oxford Brookes University The CENDEP working paper series intends to present work in progress, preliminary research findings of research, reviews of literature and theoretical and methodological reflections relevant to the fields of development and emergency practice. The views expressed in the paper are only those of the independent author who retains the copyright. Comments on the papers are welcome and should be directed to the author. Author: Kate McAuliff Institutional address (of the Author): CENDEP, Oxford Brookes University Author’s email address: [email protected] Doi: https://doi.org/10.24384/cendep.WP-01-2021 Date of publication: April 2021 Centre for Development and Emergency Practice (CENDEP) School of Architecture Oxford Brookes University Oxford [email protected] © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution- NonCommercial-No Derivative Works (CC BY-NC-ND) 4.0 License. Table of Contents Abstract ............................................................................................................................................................ 4 1. Introduction ........................................................................................................................................... 5 2. Deaf Refugee Agency & Double Displacement ............................................................................. -
What Sign Language Creation Teaches Us About Language Diane Brentari1∗ and Marie Coppola2,3
Focus Article What sign language creation teaches us about language Diane Brentari1∗ and Marie Coppola2,3 How do languages emerge? What are the necessary ingredients and circumstances that permit new languages to form? Various researchers within the disciplines of primatology, anthropology, psychology, and linguistics have offered different answers to this question depending on their perspective. Language acquisition, language evolution, primate communication, and the study of spoken varieties of pidgin and creoles address these issues, but in this article we describe a relatively new and important area that contributes to our understanding of language creation and emergence. Three types of communication systems that use the hands and body to communicate will be the focus of this article: gesture, homesign systems, and sign languages. The focus of this article is to explain why mapping the path from gesture to homesign to sign language has become an important research topic for understanding language emergence, not only for the field of sign languages, but also for language in general. © 2012 John Wiley & Sons, Ltd. How to cite this article: WIREs Cogn Sci 2012. doi: 10.1002/wcs.1212 INTRODUCTION linguistic community, a language model, and a 21st century mind/brain that well-equip the child for this esearchers in a variety of disciplines offer task. When the very first languages were created different, mostly partial, answers to the question, R the social and physiological conditions were very ‘What are the stages of language creation?’ Language different. Spoken language pidgin varieties can also creation can refer to any number of phylogenic and shed some light on the question of language creation. -
COMMUNICATION BASICS Section 5 Communication Basics |Alberta Hands & Voices Parent Toolkit
COMMUNICATION BASICS Section 5 Communication Basics |Alberta Hands & Voices Parent Toolkit Communication Options: Speech? Sign? Both? What is Best for my Child? Making a Decision One of the most important decisions facing a family with a child who is Deaf or Hard of Hearing is choosing a communication method (also called a communication mode). Recently a parent told us she was terrified of making this “critical, life-long decision.” This parent also wanted to know what the current research says about the best method of communication for children who are Deaf or Hard of Hearing. Decisions about communication modes are not No one method has been irreversible. We encourage families to remain scientifically proven to be open-minded and flexible. The needs of your best for all children. child, and your family, change over time. Some families start with speech and sign language and later change to using only sign language as their child’s strengths and preferences become more obvious. Other families start with speech only, and then add sign language when they realize their child is not making enough progress. Still others decide to use speech only, and stay with that decision over time. Remember the Alberta Hands & Voices mantra: whatever choice is best for your child makes that the right choice. As you think about how your family communicates now with your child and how you would like to communicate with him or her in the future, the best way to decide is to: ➢ be open to all communication modes ➢ ask questions 2 Communication Basics |Alberta Hands & Voices Parent Toolkit ➢ talk to adults who are Deaf or Hard of Hearing ➢ talk to other families with children who are Deaf or Hard of Hearing; meet their children ➢ talk to professionals who know your child ➢ discuss, read, and obtain as much information as you can about the various methods What Current Research Does and Does Not Tell Us If you looked through scientific journals to try to determine what is the best communication method, you might soon find yourself feeling very confused. -
Summer Institute for Teachers of Deaf and Hard of Hearing Students
Summer Institute for Teachers of Deaf and Hard of Hearing Students Linda Cundy, Education Consultant Natalia Rohatyn, Doctoral Student, U of A Calgary, Alberta August 23, 2011 Objectives ¢ Understanding who the Deaf/Hard of Hearing (D/HH) student is ¢ Modifying Instructional Strategies ¢ Roles and Responsibilities ¢ Resources KWL Chart Guess the acronyms activity! Guess the Acronyms Activity ¢ ASL ¢ BAHA ¢ BICS ¢ CALP ¢ CASE ¢ FSCD ¢ ERECS ¢ HA ¢ REACH ¢ UDL Profile of a Deaf or HH Student ¢ Background – Family ¢ Communication ¢ Language Development ¢ Identity ¢ School experience BICS L1 CALP L1 BICS L2 CALP L2 Sample writing Me and Leah and Amy go swimming fun good Big swimming cool fun me like Swim finish go play fun 1,2,3 run fun finish me see Hello Leah and Amy go home Hello me go home cool. Me go Play Game fun. My own secret place is over by the beach in the dark, quiet cave. A little light coming out of the open door. I feel calm not too scared of the dark. I see many gulls walking with their webbed feet and many waves rushing through rocks. I hear nothing because I am deaf! ASL Proficiency and Reading achievement Native ASL Signers Not Native Signers Swiss Cheese Learning How a sentence is “heard” by a student with hearing loss A. spoken sentence by teacher B. sounds heard by student C. sounds speechread by student SPELLING TEST for you! Courtesy of communication in classrooms with D/HH students ¢ Hard of Hearing Students l Using the FM system l Sharing the microphone l Visual lines of communication ¢ Deaf Students l Using the Interpreter/Signing EA l Lag time l Visual lines of communication 15 MINUTE BREAK Universal Attitudes about Classroom Accommodations ¢ Multiple means of representation ¢ Multiple means of expression ¢ Multiple means of engagement Special Accommodations ¢ Sign Language Interpreter/ E.A. -
Variation and Change in English Varieties of British Sign Languagei
Variation and change in English varieties of BSL 1 Variation and change in English varieties of British Sign Languagei Adam Schembri, Rose Stamp, Jordan Fenlon and Kearsy Cormier British Sign Language (BSL) is the language used by the deaf community in the United Kingdom. In this chapter, we describe sociolinguistic variation and change in BSL varieties in England. This will show how factors that drive sociolinguistic variation and change in both spoken and signed language communities are broadly similar. Social factors include, for example, a signer’s age group, region of origin, gender, ethnicity, and socio-economic status (e.g., Lucas, Valli & Bayley 2001). Linguistic factors include assimilation and co-articulation effects (e.g., Schembri et al. 2009; Fenlon et al. 2013). It should be noted, however, some factors involved in sociolinguistic variation in sign languages are distinctive. For example, phonological variation includes features, such as whether a sign is produced with one or two hands, which have no direct parallel in spoken language phonology. In addition, deaf signing communities are invariably minority communities embedded within larger majority communities whose languages are in another entirely different modality and which may have written systems, unlike sign languages. Some of the linguistic outcomes of this contact situation (such as the use of individual signs for letters to spell out written words on the hands, known as fingerspelling) are unique to such communities (Lucas & Valli 1992). This picture is further complicated by patterns of language transmission which see many deaf individuals acquiring sign languages as first languages at a much later age than hearing individuals (e.g., Cormier et al. -
The Challenge of Sign Language Phonology 45 • LI03CH03-Sandler ARI 7 December 2016 16:57
ANNUAL REVIEWS Further Click here to view this article's online features: t%PXOMPBEmHVSFTBT115TMJEFT t/BWJHBUFMJOLFESFGFSFODFT t%PXOMPBEDJUBUJPOT The Challenge of Sign t&YQMPSFSFMBUFEBSUJDMFT t4FBSDILFZXPSET Language Phonology Wendy Sandler Sign Language Research Laboratory, University of Haifa, Haifa 31905, Israel; email: [email protected], [email protected] Annu. Rev. Linguist. 2017. 3:43–63 Keywords First published online as a Review in Advance on sign language, phonology, simultaneity, iconicity, duality of patterning, September 21, 2016 language emergence by [email protected] on 03/18/17. For personal use only. The Annual Review of Linguistics is online at linguist.annualreviews.org Abstract Annu. Rev. Linguist. 2017.3:43-63. Downloaded from www.annualreviews.org This article’s doi: Comparing phonology in spoken language and sign language reveals that 10.1146/annurev-linguistics-011516-034122 core properties, such as features, feature categories, the syllable, and con- Copyright c 2017 by Annual Reviews. ⃝ straints on form, exist in both naturally occurring language modalities. But All rights reserved apparent ubiquity can be deceptive. The features themselves are quintessen- tially different, and key properties, such as linearity and arbitrariness, al- though universal, occur in inverse proportions to their counterparts, simul- taneity and iconicity, in the two modalities. Phonology does not appear full blown in a new sign language, but it does gradually emerge, accruing lin- guistic structure over time. Sign languages suggest that the phonological component of the language faculty is a product of the ways in which the physical system, cognitive structure, and language use among people inter- act over time. -
If I Ran The… TCG Member Theatre TCG Conference June 4, 2009
If I Ran the… TCG Member Theatre TCG Conference June 4, 2009 KAREN KANDEL: Reading from If I Ran the Zoo, by Dr. Seuss: “It’s a pretty good zoo,” Said young Gerald McGrew, “And the fellow who runs it Seems proud of it too. But if I ran the zoo,” Said young Gerald McGrew, “I’d make a few changes. That’s just what I’d do. The lions and tigers and that kind of stuff They have up here now are not quite good enough. You see things like these in any old zoo. They’re awfully oldfashioned. I want something new! So I’d open each cage, I’ll unlock every pen, Let the animals go and start over again. And somehow or other I think I could find Some beasts of some beasts of a more unusual kind. A fourfooted lion’s not much of a beast. The one in my zoo will have 10 feet at least. Five legs on the left and five more on the right. Then people will stare, and they’ll say, ‘What a sight!’ My New Zoo, McGrew Zoo, will make people talk. My new zoo, McGrew zoo, will make people gawk. They’ll be so surprised, they’ll swallow their gum. They’ll ask when they see my strange animals come, ‘Where do you suppose he gets things like that from?’ If you want to catch beasts you don’t see every day, You have to go places quite out of the way. You have to go places no others can get to. -
Variation in Mouth Actions with Manual Signs (Chapter 2)
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/133714 Please be advised that this information was generated on 2021-10-01 and may be subject to change. The ubiquity of mouthings in NGT A corpus study Published by LOT phone: +31 30 253 6111 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Cover illustration: (stemmed) word cloud of this dissertation, from tagul.com. ISBN: 978-94-6093-158-1 NUR 616 Copyright © 2014: Richard Bank. All rights reserved. The ubiquity of mouthings in NGT A corpus study Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. dr. Th. L. M. Engelen volgens besluit van het college van decanen in het openbaar te verdedigen op vrijdag 30 januari 2015 om 12.30 uur precies door Richard Bank Geboren op 1 augustus 1969 te Amsterdam Promotor: Prof. dr. Roeland van Hout Copromotor: Dr. Onno Crasborn Manuscriptcommissie: Prof. dr. Pieter Muysken Prof. dr. Jens Heßmann (Hochschule Magdeburg-Stendal, Duitsland) Prof. dr. Bencie Woll (DCAL, University College London, Groot-Brittannië) Table of contents Dankwoord ..................................................................................................................... ix Chapter 1: Introduction ........................................................................................ 1 1.1 Sign languages: a general introduction ..................................................................... 2 1.1.1 A short history of sign languages...................................................................... 3 1.1.2 Research and recognition .................................................................................. 4 1.1.3 The recent history of NGT ................................................................................ 5 1.1.4 Deaf education in the Netherlands and influence of spoken language ......... -
The Ubiquity of Mouthings in NGT a Corpus Study
The ubiquity of mouthings in NGT A corpus study Published by LOT phone: +31 30 253 6111 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Cover illustration: (stemmed) word cloud of this dissertation, from tagul.com. ISBN: 978-94-6093-158-1 NUR 616 Copyright © 2014: Richard Bank. All rights reserved. The ubiquity of mouthings in NGT A corpus study Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. dr. Th. L. M. Engelen volgens besluit van het college van decanen in het openbaar te verdedigen op vrijdag 30 januari 2015 om 12.30 uur precies door Richard Bank Geboren op 1 augustus 1969 te Amsterdam Promotor: Prof. dr. Roeland van Hout Copromotor: Dr. Onno Crasborn Manuscriptcommissie: Prof. dr. Pieter Muysken Prof. dr. Jens Heßmann (Hochschule Magdeburg-Stendal, Duitsland) Prof. dr. Bencie Woll (DCAL, University College London, Groot-Brittannië) Table of contents Dankwoord ..................................................................................................................... ix Chapter 1: Introduction ........................................................................................ 1 1.1 Sign languages: a general introduction ..................................................................... 2 1.1.1 A short history of sign languages...................................................................... 3 1.1.2 Research and recognition .................................................................................