Counting Nouns in ASL
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Florida Department of Education Home Language Codes
Florida Department of Education Home Language Codes Code Home Language OM (Afan) Oromo AB Abkhazian AC Abnaki AD Achumawi AA Afar AK Afrikaans AE Ahtena EF Akan EK Akateko AF Alabama AL Albanian, Shqip AG Aleut AH Algonquian WJ American Sign Language AM Amharic AI Apache AR Arabic AJ Arapaho AO Araucanian AP Arikara AN Armenian, Hayeren AS Assamese AQ Athapascan AT Atsina AU Atsugewi AV Aucanian WK Awadhi AW Aymara AZ Azerbaijani AX Aztec BA Bantu BC Bashkir BQ Basque, Euskera BS Bassa BJ Belarusian Code Home Language BE Bengali, Bangla BR Berber BP Bhojpuri DZ Bhutani BH Bihari BI Bislama BG Blackfoot BF Breton BL Bulgarian BU Burmese, Myanmasa BD Byelorussian CB Caddo CC Cahuilla CD Cakchiquel CA Cambodian, Khmer CN Cantonese EC Carolinian CT Catalan CE Cayuga ZA Cebuano ED Chamorro CF Chasta Costa CG Chemeheuvi CI Cherokee CJ Chetemacha CK Cheyenne ZB Chhattisgarhi ZC Chinese, Hakka ZD Chinese, Min Nau (Fukienese or Fujianese) CH Chinese, Zhongwen CL Chinook Jargon CM Chiricahua ZE Chittagonian CP Chiwere CQ Choctaw CS Chumash EE Chuukese/Trukese Code Home Language CU Clallam CV Coast Miwok CW Cocomaricopa CX Coeur D’Alene CY Columbia DF Comanche CO Corsican DG Cowlitz DJ Cree ZF Creole HR Croatian, Hrvatski DK Crow DH Cuna DI Cupeno CZ Czech DB Dakota DA Danish DL Deccan DC Delaware DD Delta River Yuman DE Diegueno DU Dutch, Netherlands DO Dzongkha EN English EA Eskimo EO Esperanto ES Estonian EB Eyak FO Faroese FA Farsi, Persian FJ Fijian FL Filipino FI Finnish, Suomi FB Foothill North Yokuts FC Fox FR French FD French Cree Code Home -
University of California Santa Cruz Minimal Reduplication
UNIVERSITY OF CALIFORNIA SANTA CRUZ MINIMAL REDUPLICATION A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in LINGUISTICS by Jesse Saba Kirchner June 2010 The Dissertation of Jesse Saba Kirchner is approved: Professor Armin Mester, Chair Professor Jaye Padgett Professor Junko Ito Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright © by Jesse Saba Kirchner 2010 Some rights reserved: see Appendix E. Contents Abstract vi Dedication viii Acknowledgments ix 1 Introduction 1 1.1 Structureofthethesis ...... ....... ....... ....... ........ 2 1.2 Overviewofthetheory...... ....... ....... ....... .. ....... 2 1.2.1 GoalsofMR ..................................... 3 1.2.2 Assumptionsandpredictions. ....... 7 1.3 MorphologicalReduplication . .......... 10 1.3.1 Fixedsize..................................... ... 11 1.3.2 Phonologicalopacity. ...... 17 1.3.3 Prominentmaterialpreferentiallycopied . ............ 22 1.3.4 Localityofreduplication. ........ 24 1.3.5 Iconicity ..................................... ... 24 1.4 Syntacticreduplication. .......... 26 2 Morphological reduplication 30 2.1 Casestudy:Kwak’wala ...... ....... ....... ....... .. ....... 31 2.2 Data............................................ ... 33 2.2.1 Phonology ..................................... .. 33 2.2.2 Morphophonology ............................... ... 40 2.2.3 -mut’ .......................................... 40 2.3 Analysis........................................ ..... 48 2.3.1 Lengtheningandreduplication. -
Hawai'i Civil Rights Commission
,¢,..... € o F "‘‘“_ 1",,’ .. .4 Q,‘*- "0 /"I ,u' 4' ‘ .-‘$-@9359 \”,r 0 Q.-E - )‘\ ' 2‘_ ; . .J.(‘"1_.-' 1:" ._- '2-n44!‘ cull ? ‘ b mm.» HAWAI‘I CIVIL RIGHTS COMMISSION ,,.,,...,_ ‘ » $5‘. .._,,.. /\~ ,‘ ___\ ‘fife 830 PUNCHBOWL STREET, ROOM 411 HONOLULU, HI 96813 ·PHONE: 586-8636 FAX: 586-8655 TDD: 568-8692 $‘_,-"‘i£_'»*,, ,.‘-* A-_ ,a:¢j_‘f.§.......+9-.._ ~4~ -u--........~-‘Q; ,1'\n_.'9. February 24, 2021 Videoconference, 9:45 a.m. To: The Honorable Karl Rhoads, Chair The Honorable Jarrett Keohokalole, Vice Chair Members of the Senate Committee on Judiciary From: Liann Ebesugawa, Chair and Commissioners of the Hawai‘i Civil Rights Commission Re: S.B. No. 537 The Hawai‘i Civil Rights Commission (HCRC) has enforcement jurisdiction over Hawai‘i’s laws prohibiting discrimination in employment, housing, public accommodations, and access to state and state funded services. The HCRC carries out the Hawai‘i constitutional mandate that no person shall be discriminated against in the exercise of their civil rights. Art. I, Sec. 5. S.B. No. 537 would add a new section to Chapter 1 of the Hawai‘i Revised Statutes which would recognize American Sign Language (ASL) as a fully developed, autonomous, natural language with its own grammar, syntax, vocabulary and cultural heritage. Just as is the case with languages that are characteristic of ancestry or national origin, ASL is a language that is closely tied to culture and identity. Over 40 US states recognize ASL to varying degrees, from a foreign language for school credits to the official language of that state's deaf population, with several enacting legislation similar to S.B. -
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. -
American Sign Language (ASL) 1
American Sign Language (ASL) 1 American Sign Language (ASL) Courses ASL A101 Elementary American Sign Language I 4 Credits Introductory course for students with no previous knowledge of American Sign Language (ASL). Develops receptive and expressive signing skills in ASL for effective communication at the elementary level. Students gain understanding of basic cross-cultural perspectives. Special Note: Course conducted in American Sign Language. Attributes: UAA Humanities GER. ASL A102 Elementary American Sign Language II 4 Credits Continuation of introductory course. Further develops elementary receptive and expressive signing skills in American Sign Language for effective communication. Enhances appreciation of cross-cultural perspectives. Special Note: Course conducted in American Sign Language. Prerequisites: ASL A101 with a minimum grade of C. Attributes: UAA Humanities GER. ASL A201 Intermediate American Sign Language I 4 Credits Intermediate course for students with basic knowledge of American Sign Language. Enhances receptive and expressive signing skills for effective communication at the intermediate level. Students critically examine diverse cultural perspectives. Special Note: Course conducted in American Sign Language. Prerequisites: ASL A102 with a minimum grade of C. Attributes: UAA Humanities GER. ASL A202 Intermediate American Sign Language II 4 Credits Continuation of first semester in intermediate American Sign Language (ASL). Further develops receptive and expressive signing proficiency for effective communication and in preparation for advanced study of ASL. Students interpret diverse cultural perspectives. Special Note: Course conducted in American Sign Language. Prerequisites: ASL A201 with a minimum grade of C. Attributes: UAA Humanities GER.. -
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-. -
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. -
American Sign Language 1
1 American Sign Language 1 PST 301-OL1 term, three credits, date Instructor Information Name: Office Location: Online My office hours are: Course Information This course introduces the basics of American Sign Language (ASL). This course is designed for students with no or minimal sign language skills to develop basic skills in use of ASL and knowledge of Deaf culture. Emphasis is upon acquisition of comprehension, production and interactional skills using basic grammatical features. ASL will be taught within contexts and related to general surroundings and everyday life experiences. ASL2 Programs Mission Statement Gallaudet University’s ASL2 Program is dedicated to providing an exemplary array of comprehensive and interactive curricula for individuals interested in learning American Sign Language (ASL) as a second language or foreign language. Using direct instruction and immersion in ASL, augmented by written English and visual learning supports, the program’s instructors engage learners in acquiring and developing increasing levels of proficiency in expressive and receptive use of the language. They also guide student’s exploration of the development of the language, its complexities and relevance in American Deaf communities. Syllabus, Course, Instructor, Term 2 Gallaudet University Student Outcomes Gallaudet University’s Student Learning Outcomes are: 1. Language and Communication - Students will use American Sign Language (ASL) and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings. 2. Critical Thinking - Students will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems. 3. Identity and Culture - Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups. -
400 Years of Change In
Digiti lingua: a celebration of British Sign Language and Deaf Culture Bencie Woll Deafness Cognition and Language Research Centre UCL 1 Structure of this talk • Introduction to BSL: its history and social context • Historical sources • What kind of language is BSL? • Change in BSL • BSL in the future Introduction to BSL: its history and social context Some myths about sign language • There is one universal sign language • Sign language consists of iconic gestures • Sign languages were invented by hearing people to help deaf people • Sign languages have no grammar • BSL is just English on the hands Truths about sign language • There are many different sign languages in the world • Sign languages are just as conventionalised as spoken languages • Sign languages are natural languages, the creation of deaf communities • Sign languages have their own complex grammars BSL – language of the British Deaf community • An estimated 50,000-70,000 sign language people • Forms a single language group with Australian and New Zealand sign languages • Unrelated to American Sign Language or Irish Sign Language Social context of BSL • A minority language used by a community with historically low status • Non-traditional transmission patterns • Extensive regional lexical variation • A bilingual community, but with variable access to the language of the majority • Has experienced active attempts at suppression over many centuries Home sign • Gestural communication systems developed during communication between deaf children and hearing adults • Unlike sign -
Lessons from Halkomelem Salish
University of Pennsylvania Working Papers in Linguistics Volume 13 2007 Issue 1 Proceedings of the 30th Annual Penn Article 28 Linguistics Colloquium 2007 Requirements for a unified Binding Theory: Lessons from Halkomelem Salish Dennis R. Storoshenko Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Storoshenko, Dennis R. (2007) "Requirements for a unified Binding Theory: Lessons from Halkomelem Salish," University of Pennsylvania Working Papers in Linguistics: Vol. 13 : Iss. 1 , Article 28. Available at: https://repository.upenn.edu/pwpl/vol13/iss1/28 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol13/iss1/28 For more information, please contact [email protected]. Requirements for a unified Binding Theory: Lessons from Halkomelem Salish This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol13/iss1/28 Requirements for a Unified Binding Theory: Lessons from Halkomelem Salish Dennis Ryan Storoshenko* 1 Introduction In characterizing the distribution of pronouns and reflexives in natural lan guage, two schools of thought are generally cited. One, which I will refer to as the structural approach, is based in the binding conditions of Chomsky (1981), as modified through later permutations of his syntactic theory. An other approach, defined in Reinhart and Reuland (1993 ), makes reference to predicate-argument structure; this will be identified as the predicate approach. In this paper, I present data on reflexivity and the distribution pronominals in Halkomelem Salish, demonstrating that neither the structural nor the predicate approach will accurately account for the phenomena observed. Once reached, this conclusion will feed further research into binding theory, outlining the phenomena a unified binding theory will need to capture. -
American Sign Language
• HOME • INFORMATION & REFERRAL • AMERICAN SIGN LANGUAGE American Sign Language • What is American Sign Language? • Five (5) common misconceptions people have about ASL • Where can I take sign language (ASL) classes in Rhode Island? • Where can I find additional information about ASL? • For Parents: Where can I find information and resources for my deaf child? What Is American Sign Language (ASL)? ASL, short for American Sign Language, is the sign language most commonly used by the Deaf and Hard of Hearing people in the United States. Approximately more than a half-million people throughout the US (1) use ASL to communicate as their native language. ASL is the third most commonly used language in the United States, after English and Spanish. Contrary to popular belief, ASL is not representative of English nor is it some sort of imitation of spoken English that we use on a day-to-day basis. For many, it will come as a great surprise that ASL has more similarities to spoken Japanese and Navajo than to English. When we discuss ASL, or any other type of sign language, we are referring to what is called a visual-gestural language. The visual component refers to the use of body movements versus sound. Because “listeners” must use their eyes to “receive” the information, this language was specifically created to be easily recognized by the eyes. The “gestural” component refers to the body movements or “signs” that are performed to convey a message. A Brief History of ASL ASL is a relatively new language, which first appeared in the 1800s’ with the founding of the first successful American School for the Deaf by Thomas Hopkins Gallaudet and Laurent Clerc (first Deaf Teacher from France) in 1817. -
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).