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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 -
(Sasl) in a Bilingual-Bicultural Approach in Education of the Deaf
APPLICATION OF SOUTH AFRICAN SIGN LANGUAGE (SASL) IN A BILINGUAL-BICULTURAL APPROACH IN EDUCATION OF THE DEAF Philemon Abiud Okinyi Akach August 2010 APPLICATION OF SOUTH AFRICAN SIGN LANGUAGE (SASL) IN A BILINGUAL-BICULTURAL APPROACH IN EDUCATION OF THE DEAF By Philemon Abiud Omondi Akach Thesis submitted in fulfillment of the requirements of the degree PHILOSOPHIAE DOCTOR in the FACULTY OF HUMANITIES (DEPARTMENT OF AFROASIATIC STUDIES, SIGN LANGUAGE AND LANGUAGE PRACTICE) at the UNIVERSITY OF FREE STATE Promoter: Dr. Annalie Lotriet. Co-promoter: Dr. Debra Aarons. August 2010 Declaration I declare that this thesis, which is submitted to the University of Free State for the degree Philosophiae Doctor, is my own independent work and has not previously been submitted by me to another university or faculty. I hereby cede the copyright of the thesis to the University of Free State Philemon A.O. Akach. Date. To the deaf children of the continent of Africa; may you grow up using the mother tongue you don’t acquire from your mother? Acknowledgements I would like to say thank you to the University of the Free State for opening its doors to a doubly marginalized language; South African Sign Language to develop and grow not only an academic subject but as the fastest growing language learning area. Many thanks to my supervisors Dr. A. Lotriet and Dr. D. Aarons for guiding me throughout this study. My colleagues in the department of Afroasiatic Studies, Sign Language and Language Practice for their support. Thanks to my wife Wilkister Aluoch and children Sophie, Susan, Sylvia and Samuel for affording me space to be able to spend time on this study. -
Deaf and in Need : Finding Culturally Sensitive Human Services
California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses 2007 Deaf and in need : finding culturally sensitive human services Colleen M. Moore California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes Recommended Citation Moore, Colleen M., "Deaf and in need : finding culturally sensitive human services" (2007). Capstone Projects and Master's Theses. 350. https://digitalcommons.csumb.edu/caps_thes/350 This Capstone Project is brought to you for free and open access by Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. Unless otherwise indicated, this project was conducted as practicum not subject to IRB review but conducted in keeping with applicable regulatory guidance for training purposes. For more information, please contact [email protected]. Deaf and in Need: Finding Culturally Sensitive Human Services © 2007 Colleen M Moore. All Rights Reserved. 1 INTRODUCTION Imagine that you are unable to provide food for your family or must obtain housing, health care, psychiatric services, child care, family planning services or any other human service; you are unable to gain access to these things due to any number of difficult life circumstances. You must go to the local Department of Social and Employment Services (California), apply for aid, surrender private information and face the potential emotional backlash or shame that, for some, accompanies the decision to ask for help. Now imagine that you are a member of a cultural group that uses a language, customs and social mores unknown to most people. -
Sign Language Endangerment and Linguistic Diversity Ben Braithwaite
RESEARCH REPORT Sign language endangerment and linguistic diversity Ben Braithwaite University of the West Indies at St. Augustine It has become increasingly clear that current threats to global linguistic diversity are not re - stricted to the loss of spoken languages. Signed languages are vulnerable to familiar patterns of language shift and the global spread of a few influential languages. But the ecologies of signed languages are also affected by genetics, social attitudes toward deafness, educational and public health policies, and a widespread modality chauvinism that views spoken languages as inherently superior or more desirable. This research report reviews what is known about sign language vi - tality and endangerment globally, and considers the responses from communities, governments, and linguists. It is striking how little attention has been paid to sign language vitality, endangerment, and re - vitalization, even as research on signed languages has occupied an increasingly prominent posi - tion in linguistic theory. It is time for linguists from a broader range of backgrounds to consider the causes, consequences, and appropriate responses to current threats to sign language diversity. In doing so, we must articulate more clearly the value of this diversity to the field of linguistics and the responsibilities the field has toward preserving it.* Keywords : language endangerment, language vitality, language documentation, signed languages 1. Introduction. Concerns about sign language endangerment are not new. Almost immediately after the invention of film, the US National Association of the Deaf began producing films to capture American Sign Language (ASL), motivated by a fear within the deaf community that their language was endangered (Schuchman 2004). -
Peace Corps Listing for the Pclive Knowledge Sharing Platform (Digital Knowledge Hub) Showing the Resources Available at Pclive, 2017
Description of document: Peace Corps listing for the PCLive knowledge sharing platform (digital knowledge hub) showing the resources available at PCLive, 2017 Requested date: July 2017 Release date: 21-December-2017 Posted date: 07-January-2019 Source of document: Freedom of Information Act Request FOIA Officer U.S. Peace Corps 1111 20th Street, NW Washington D.C. 20526 The governmentattic.org web site (“the site”) is noncommercial and free to the public. The site and materials made available on the site, such as this file, are for reference only. The governmentattic.org web site and its principals have made every effort to make this information as complete and as accurate as possible, however, there may be mistakes and omissions, both typographical and in content. The governmentattic.org web site and its principals shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused, or alleged to have been caused, directly or indirectly, by the information provided on the governmentattic.org web site or in this file. The public records published on the site were obtained from government agencies using proper legal channels. Each document is identified as to the source. Any concerns about the contents of the site should be directed to the agency originating the document in question. GovernmentAttic.org is not responsible for the contents of documents published on the website. Since 1961. December 21, 2017 RE: FOIA Request No. 17-0143 This is in response to your Freedom of Information Act (FOIA) request. Specifically, "I request a copy of the table of contents, listing or index for the PCLive knowledge sharing platform ( digital knowledge hub), showing the 1200+ resources available at PCLive." Attached, you have a spreadsheet (1 sheet) listing PCLive resources. -
* Malawi, Tanzania, Zambia, Zimbabwe
DISABILITY & SOCIAL RESPONSES IN SOME SOUTHERN AFRICAN NATIONS: Angola, Botswana, Burundi, D.R. Congo (ex Zaire), Malawi, Mozambique, Namibia, Tanzania, Rwanda, Zambia, Zimbabwe. A bibliography, with introduction and some historical items. M. MILES (compiler / annotator), Birmingham, UK. [email protected] Copyright 2003 M.Miles / CIRRIE All materials may be reproduced for non-commercial purposes to advance educational or scientific research. * MALAWI, TANZANIA, ZAMBIA, ZIMBABWE AALL-JILEK LM (1965) Epilepsy in the Wapogoro tribe in Tanganyika. Acta Psychiatrica Scandinavica 41: 57-86. ACHOLA, Paul PW (1990) Implementing Educational Policies in Zambia. Discussion paper, Africa Tech. Dept. series 90. Washington DC: World Bank. ADAMOLEKUN B, MIELKE JK & BALL DE (1999) An evaluation of the impact of health and patient education on the care and compliance of patients with epilepsy in Zimbabwe. Epilepsia 40: 507-511. ADDISON, Joan (1986) A Historical Survey of Facilities for Handicapped People in Zimbabwe. Hrr: NASCOH. 36 pp. ADDISON J (1992) Education of the visually-handicapped in Zimbabwe: an overview. IJSE 7: 71-79. AGER, Alastair (1990) The importance of sustainability in the design of culturally appropriate programmes of early intervention. Intl Disab. Studies 12: 89-92. (Based in Malawi). AGER A & AGER W (1989) An investigation of the needs of mentally retarded individuals within Malawi: implications for the provision of community-based rehabilitation. Unpub. Chancellor Coll., Zomba. § AKAMANDISA F [1978] Psychological Research on Child Development in Zambia: an annotated bibliography. Lusaka: UNZA. 25 pp. ALLAIN TJ & WILSON AO (1997) Morbidity and disability in elderly Zimbabweans. Age and Ageing 26: 115-121. ALLISON, Olive (1976) Survey and analysis of patterns of stuttering among Zambian school children. -
Sherman Wilcox Department of Linguistics University of New Mexico Albuquerque, NM 87131
Sherman Wilcox Department of Linguistics University of New Mexico Albuquerque, NM 87131 Educational History 1. Ph.D., May 1988. University of New Mexico, Albuquerque, NM. Educational Linguistics. Dissertation: “The Phonetics of Fingerspelling: Kinematic, Temporal, and Dynamic Aspects of Fingerspelling Production.” 2. Comprehensive examination paper: “The Thinking Interpreter: Explorations of Expectancy in Sign Language Interpreting” (passed with distinction, October 1986). 3. M.A., July 1976. University of New Mexico, Albuquerque, NM. Special Education. 4. Bachelor of University Studies, December 1974. University of New Mexico, Albuquerque, NM. 5. Indiana University, 1967–1969, music major (oboe). 6. University of Michigan, 1965–1967, music major (oboe). Employment History: principal positions 1. Chair, 2002-current, Department of Linguistics, University of New Mexico. 2. Associate Professor, 1995–current, Department of Linguistics, University of New Mexico. 3. Assistant Professor, 1988–1995, Department of Linguistics, University of New Mexico. 4. Teaching Associate, Spring 1987, Department of Linguistics, University of New Mexico. 5. Part-time instructor, Summer 1986, University of New Mexico 6. Teaching Assistant, 1985–1986, Department of Linguistics, University of New Mexico. 7. Part-time instructor, 1985–1986, Seminar in Sign Language Interpreting Research (Communicative Disorders 416). 8. Part-time instructor, 1982–1987, University of New Mexico. American Deaf Culture (American Studies 310). 9. Teacher of the hearing-impaired, 1983–1985, Albuquerque Public Schools. 10. Technical editor, 1982–1983, Sperry Flight Systems, Albuquerque, NM. 11. State Coordinator of Services for the Deaf, 1978–1982, New Mexico Division of Vocational Rehabilitation. 12. Assistant Director/Teacher, 1977–1978, Preschool Education Program, Saint Margaret’s Center for Children, El Paso, TX. -
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. -
Prayer Cards | Joshua Project
Pray for the Nations Pray for the Nations Abkhaz in Ukraine Abor in India Population: 1,500 Population: 1,700 World Popl: 307,600 World Popl: 1,700 Total Countries: 6 Total Countries: 1 People Cluster: Caucasus People Cluster: South Asia Tribal - other Main Language: Abkhaz Main Language: Adi Main Religion: Non-Religious Main Religion: Unknown Status: Minimally Reached Status: Minimally Reached Evangelicals: 1.00% Evangelicals: Unknown % Chr Adherents: 20.00% Chr Adherents: 16.36% Scripture: New Testament Scripture: Complete Bible www.joshuaproject.net www.joshuaproject.net Source: Apsuwara - Wikimedia "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Achuar Jivaro in Ecuador Achuar Jivaro in Peru Population: 7,200 Population: 400 World Popl: 7,600 World Popl: 7,600 Total Countries: 2 Total Countries: 2 People Cluster: South American Indigenous People Cluster: South American Indigenous Main Language: Achuar-Shiwiar Main Language: Achuar-Shiwiar Main Religion: Ethnic Religions Main Religion: Ethnic Religions Status: Minimally Reached Status: Minimally Reached Evangelicals: 1.00% Evangelicals: 2.00% Chr Adherents: 14.00% Chr Adherents: 15.00% Scripture: New Testament Scripture: New Testament www.joshuaproject.net www.joshuaproject.net Source: Gina De Leon Source: Gina De Leon "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Adi in India Adi Gallong in India -
Nestet 2011 Transactions
© 2011 European Nuclear Society Rue Belliard 65 1040 Brussels, Belgium Phone + 32 2 505 30 54 Fax +32 2 502 39 02 E-mail [email protected] Internet www.euronuclear.org ISBN 978-92-95064-12-6 These transactions contain all contributions submitted by 13 May 2011. The content of contributions published in this book reflects solely the opinions of the authors concerned. The European Nuclear Society is not responsible for details published and the accuracy of data presented. 2 of 384 Monday 16 May 2011 3 of 384 ENEN'S CHALLENGES IN RESPONSE TO THE INDUSTRY AND REGULATORY NEEDS J. Safieh CEA/INSTN Centre CEA de Saclay - INSTN - Bldg 395, F-91191 Gif-sur-Yvette Cedex, France [email protected] P. P. De Regge and R. Kusumi European Nuclear Education Network Association Centre CEA de Saclay - INSTN - Bldg 395, F-91191 Gif-sur-Yvette Cedex, France [email protected] and [email protected] ABSTRACT The European Nuclear Education Network (ENEN) Association is a non-profit organization established by the consortium of the EU 5th Framework Programme (FP) ENEN project in 2003. Its main objective is the preservation and further development of expertise in the nuclear fields by higher education and training. As of April 2011, the ENEN has 60 members in 18 European countries, South Africa, Russian Federation, Ukraine and Japan. Based on the mutual recognition and adoption of the European Credit Transfer and Accumulation System (ECTS) within the EU, the ENEN has provided support to its members and European students/young professionals by organising selected Education and Training (E&T) courses in the nuclear field. -
The Deaf of Mozambique
Profile Year: 2015 People and Language Detail Report Language Name: Mozambican Sign Language ISO Language Code: mzy The Deaf of Mozambique The Mozambican Sign Language Community Among the poorest of the poor in Mozambique, the Mozambican Deaf typically are unemployed or under-employed. This forces them to remain with their (hearing) family to have regular income, moving to a city to try to find employment or joining a local Deaf gang. Local churches have tried to reach out to meet the needs of the Deaf, but the need is quite large. Most Deaf live for “today.” Many fall into sexual immorality as well as drugs, alcohol, gangs, and stealing to survive. As a Deaf population within a hearing one, the Mozambican Deaf struggle from the same things that most Deaf globally do: ● Most are born to hearing parents, but do not usually learn language or values from them. They often lack anything more than basic communication skills with family members. ● Their difficulty is not the inability to hear, but the great barrier to communicating with the surrounding dominant culture, especially acquiring photo by DOOR International information. ● In Mozambique, many hearing families still consider the birth of a deaf child to be a curse for some previous sin or wrong. Primary Religion: Mozambique formally recognized Mozambican Sign Language as an Non-religious __________________________________________________ indigenous language in 2005. But it has only three schools for the deaf, with Disciples (Matt 28:19): limited use of Mozambican Sign Language (oral methods are employed: to Less than 2% read lips, speak and read __________________________________________________ Portuguese). -
Dr. Ellen Simon Chair of the Exam Board
Supervisor: Prof. dr. Mieke Van Herreweghe Co-supervisor: Dr. Ellen Simon Chair of the Exam Board: Prof. dr. Liliane Haegeman Members of the PhD Exam Committee: Prof. dr. Katrien Deroey Prof. dr. Caroline Kerfoot Prof. dr. Miriam Taverniers Prof. dr. Carola Strobl Faculteit Letteren & Wijsbegeerte Marcos Abílio Nhapulo Strategic and Extensive Reading in English as a Foreign Language among Mozambican University Students Proefschrift voorgelegd tot het behalen van de graad van Doctor in deTaalkunde Dissertation submitted in fulfilment of the requirements to obtain the PhD-degree in Linguistics 2016 Declaration “I declare that Strategic and Extensive Reading in English as a Foreign Language among Mozambican University Students is my own work, that has never been presented for obtaining any degree or in another context and that it constitutes the result of my personal research. This Dissertation is submitted in fulfilment of the requirements to obtain the PhD- degree in Linguistics, at Ghent University, Faculty of Arts and Philosophy” Ghent - Belgium, November, 2016. Signed: Marcos Nhapulo v Keywords English as a Foreign Language English Language Teaching Extensive Reading Learner Beliefs and Expectations Mozambican University Students Reading Attitudes Reading Comprehension Reading Speed Reading Strategies Reading Strategy Instruction Tertiary Education vii Acknowledgements Reading comprehension is crucial in language learning and throughout the four years of research I have learnt how to become a good, strategic and a fluent reader. This was thanks to all the people and researchers I have met during my research. I believe that without their contributions this dissertation would not have been possible. I owe a great debt of gratitude to my supervisor Mieke Van Herreweghe for her patience and knowledge she shared with me.