The Manual Alphabet
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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 -
The Bilingual & the Bicultural Person in the Hearing & in the Deaf World
The Bilingual & the Bicultural Person In the Hearing & in the Deaf World François Grosjean Sign Language Studies, Volume 77, Winter 1992, pp. 307-320 (Article) Published by Gallaudet University Press DOI: https://doi.org/10.1353/sls.1992.0020 For additional information about this article https://muse.jhu.edu/article/506985/summary Access provided by Universite de Neuchatel (14 Oct 2018 20:54 GMT) THE BILINGUAL &THE BICULTURAL PERSON IN THE HEARING & IN THE DEAF WORLD Frangois Grosjean Abstract If we define the bilingual as a person who uses two or more lan- guages (or dialects) in everyday life, then most Deaf people who sign and who use the majority language regularly (in its written form, for example) are bilingual. Deaf bilinguals share many simi- larities with hearing bilinguals (their diversity, the perception they have of their own bilingualism, their use of various language modes, etc.) but they are also characterized by a number of specificities (the lack of recognition of their bilingual status, the maintenance over time of their languages, the competence they have in certain language skills, their varying patterns of language knowledge and use, etc.). As concerns the bicultural, whom we can define as a person who lives in two or more cultures, who adapts to each and who blends aspects of each, there is little doubt that many Deaf are indeed bicultural. Some of the implica- tions for the bilingual and bicultural education of Deaf children that emerge from these considerations are discussed in the paper. The bilingual person. Despite the fact that more than half the world's population uses two or more languages in everyday life, many erroneous beliefs still surround the notion of bilingualism. -
The 5 Parameters of ASL Before You Begin Sign Language Partner Activities, You Need to Learn the 5 Parameters of ASL
The 5 Parameters of ASL Before you begin Sign Language Partner activities, you need to learn the 5 Parameters of ASL. You will use these parameters to describe new vocabulary words you will learn with your partner while completing Language Partner activities. Read and learn about the 5 Parameters below. DEFINITION In American Sign Language (ASL), we use the 5 Parameters of ASL to describe how a sign behaves within the signer’s space. The parameters are handshape, palm orientation, movement, location, and expression/non-manual signals. All five parameters must be performed correctly to sign the word accurately. Go to https://www.youtube.com/watch?v=FrkGrIiAoNE for a signed definition of the 5 Parameters of ASL. Don’t forget to turn the captions on if you are a beginning ASL student. Note: The signer’s space spans the width of your elbows when your hands are on your hips to the length four inches above your head to four inches below your belly button. Imagine a rectangle drawn around the top half of your body. TYPES OF HANDSHAPES Handshapes consist of the manual alphabet and other variations of handshapes. Refer to the picture below. TYPES OF ORIENTATIONS Orientation refers to which direction your palm is facing for a particular sign. The different directions are listed below. 1. Palm facing out 2. Palm facing in 3. Palm is horizontal 4. Palm faces left/right 5. Palm toward palm 6. Palm up/down TYPES OF MOVEMENT A sign can display different kinds of movement that are named below. 1. In a circle 2. -
Alignment Mouth Demonstrations in Sign Languages Donna Jo Napoli
Mouth corners in sign languages Alignment mouth demonstrations in sign languages Donna Jo Napoli, Swarthmore College, [email protected] Corresponding Author Ronice Quadros, Universidade Federal de Santa Catarina, [email protected] Christian Rathmann, Humboldt-Universität zu Berlin, [email protected] 1 Mouth corners in sign languages Alignment mouth demonstrations in sign languages Abstract: Non-manual articulations in sign languages range from being semantically impoverished to semantically rich, and from being independent of manual articulations to coordinated with them. But, while this range has been well noted, certain non-manuals remain understudied. Of particular interest to us are non-manual articulations coordinated with manual articulations, which, when considered in conjunction with those manual articulations, are semantically rich. In which ways can such different articulators coordinate and what is the linguistic effect or purpose of such coordination? Of the non-manual articulators, the mouth is articulatorily the most versatile. We therefore examined mouth articulations in a single narrative told in the sign languages of America, Brazil, and Germany. We observed optional articulations of the corners of the lips that align with manual articulations spatially and temporally in classifier constructions. The lips, thus, enhance the message by giving redundant information, which should be particularly useful in narratives for children. Examination of a single children’s narrative told in these same three sign languages plus six other sign languages yielded examples of one type of these optional alignment articulations, confirming our expectations. Our findings are coherent with linguistic findings regarding phonological enhancement and overspecification. Keywords: sign languages, non-manual articulation, mouth articulation, hand-mouth coordination 2 Mouth corners in sign languages Alignment mouth demonstration articulations in sign languages 1. -
Chimpanzees Use of Sign Language
Chimpanzees’ Use of Sign Language* ROGER S. FOUTS & DEBORAH H. FOUTS Washoe was cross-fostered by humans.1 She was raised as if she were a deaf human child and so acquired the signs of American Sign Language. Her surrogate human family had been the only people she had really known. She had met other humans who occasionally visited and often seen unfamiliar people over the garden fence or going by in cars on the busy residential street that ran next to her home. She never had a pet but she had seen dogs at a distance and did not appear to like them. While on car journeys she would hang out of the window and bang on the car door if she saw one. Dogs were obviously not part of 'our group'; they were different and therefore not to be trusted. Cats fared no better. The occasional cat that might dare to use her back garden as a shortcut was summarily chased out. Bugs were not favourites either. They were to be avoided or, if that was impossible, quickly flicked away. Washoe had accepted the notion of human superiority very readily - almost too readily. Being superior has a very heady quality about it. When Washoe was five she left most of her human companions behind and moved to a primate institute in Oklahoma. The facility housed about twenty-five chimpanzees, and this was where Washoe was to meet her first chimpanzee: imagine never meeting a member of your own species until you were five. After a plane flight Washoe arrived in a sedated state at her new home. -
ISRC Digital Update May 2013
ISRC Digital Update May 2013 * Printer-Friendly Digital Update Here * If you have any resources that you would like to share with other teachers, parents, and professionals of Deaf and Hard of Hearing youth, please share them with us to be included in future issues. Upcoming Events Contents ~ Deaf Can Do It Community Service Day is May 1st!! Sponsored by the Illinois 1. Upcoming Events Service Resource Center, the theme is People Helping People. On May 1, 2012 Illinois 2. Suggested by People You Deaf and Hard of Hearing School-age Children volunteered all across the state to Know! help their local animal shelters. They set the record as being the largest group of deaf 3. Behavior Solutions and and hard of hearing students to participate in a community service project. A total of Raising Happy Healthy 495 students volunteered! To learn more about this project, please go to Kids www.isrc.us/students. We are encouraging deaf and hard of hearing students from 4. 50 Simple Household Items THIRTEEN Midwest states to get involved in a service project for May 1, 2013 and That Help Your Child the theme is "PEOPLE HELPING PEOPLE." There are many non-profit Become A Math Whiz organizations serving people in your local community that cannot function without 5. Important Research About the input of volunteers. Your local food pantry, homeless shelter, nursing home, Early Learning tutoring/mentoring program, soup kitchen, pregnancy resource center and other 6. Four Things All Educators organizations will greatly appreciate your assistance. There are many benefits to Should Understand About volunteering in the community. -
Deep Learning of Mouth Shapes for Sign Language
Deep Learning of Mouth Shapes for Sign Language Oscar Koller, Hermann Ney Richard Bowden Human Language Technology & Pattern Recog. Centre for Vision Speech & Signal Processing RWTH Aachen University, Germany University of Surrey, UK {koller,ney}@cs.rwth-aachen.de [email protected] This paper deals with robust modelling of mouth shapes a semantically related sign. But in other cases, mouthings in the context of sign language recognition using deep con- simply provide additional information that is redundant to volutional neural networks. Sign language mouth shapes the hand’s information channel and not explicitly needed to are difficult to annotate and thus hardly any publicly avail- understand the sign. able annotations exist. As such, this work exploits related Mouth shapes are difficult to model and to recognise as information sources as weak supervision. Humans mainly their presence seems to be based on personal and situational look at the face during sign language communication, where preferences of the signers. Currently, no publicly available mouth shapes play an important role and constitute natural data set exist that contain manual mouthing annotations that patterns with large variability. However, most scientific re- would allow for supervised training. The reason lies in the search on sign language recognition still disregards the face. difficulty to annotate mouth shapes. Sometimes, they repre- Hardly any works explicitly focus on mouth shapes. This sent the mouth pattern of shortened parts of a related spoken paper presents our advances in the field of sign language word, sometimes the whole spoken word or sometimes no recognition. We contribute in following areas: We present a mouth shape at all may be visible. -
Sign Languages in Contact
INTRO_Sign_Pozos_Gaul_193027 7/30/07 11:19 AM Page 1 Editor’s Introduction: Outlining Considerations for the Study of Signed Language Contact David Quinto-Pozos To my knowledge, this volume represents the first book-length collec- tion of various accounts of contact between sign languages, and this brings with it excitement as well as the realization of challenges that lie ahead.1 As many researchers who are interested in language contact might suggest, it is exciting because these chapters contribute to our un- derstanding of the structural and social aspects of contact and how such contact affects language in the visual-gestural modality. They provide us with information about Deaf communities throughout the world, as well as language data that speak to the ways in which contact is manifested in those communities. This global perspective allows us to examine con- tact situations in search of commonalties and recurring patterns. It also enables us to see how some outcomes of contact between sign languages might or might not fit the general patterns of contact that have been demonstrated for spoken languages. Perhaps as a way to balance the ex- citement about this topic, the sobering truth is that we know so little about contact between sign languages. As a result, we are faced with the task of documenting examples of such contact and the challenge of ex- amining the effects of visual meaning creation on linguistic structures that occur in these contact situations. By focusing on this area of inquiry, we stand to gain much knowledge about how language works. The study of language contact among signed languages forces us to carefully consider how the visual-gestural modality of human com- munication influences language birth, development, change, and de- cay or loss from disuse. -
Fingerspelling in American Sign Language
FINGERSPELLING IN AMERICAN SIGN LANGUAGE: A CASE STUDY OF STYLES AND REDUCTION by Deborah Stocks Wager A thesis submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Master of Arts Department of Linguistics The University of Utah August 2012 Copyright © Deborah Stocks Wager 2012 All Rights Reserved The University of Utah Graduate School STATEMENT OF THESIS APPROVAL The thesis of Deborah Stocks Wager has been approved by the following supervisory committee members: Marianna Di Paolo , Chair 5/10/12 Date Approved Aaron Kaplan , Member 5/10/12 Date Approved Sherman Wilcox , Member 5/10/12 Date Approved and by Edward Rubin , Chair of the Department of Linguistics and by Charles A. Wight, Dean of The Graduate School. ABSTRACT Fingerspelling in American Sign Language (ASL) is a system in which 26 one- handed signs represent the letters of the English alphabet and are formed sequentially to spell out words borrowed from oral languages or letter sequences. Patrie and Johnson have proposed a distinction in fingerspelling styles between careful fingerspelling and rapid fingerspelling, which appear to correspond to clear speech and plain speech styles. The criteria for careful fingerspelling include indexing of fingerspelled words, completely spelled words, limited coarticulation, a slow signing rate, and even rhythm, while rapid fingerspelling involves lack of indexing, increased dropping of letters, coarticulation, a faster signing rate, and the first and last letter of the words being held longer. They further propose that careful fingerspelling is used for initial uses of all fingerspelled words in running signing, with rapid fingerspelling being used for second and further mentions of fingerspelled words. -
Guideline for Working with Students Who Are Deaf and Hard of Hearing
Guidelines for Working with Students Who Are Deaf and Hard of Hearing in Virginia Public Schools The Virginia Department of Education Department of Special Education and Student Services with The Partnership for People with Disabilities Virginia Commonwealth University Revised September 2019 Copyright © 2019 This document can be reproduced and distributed for educational purposes. No commercial use of this document is permitted. Contact the Virginia Department of Education, Department of Special Education and Student Services prior to adapting or modifying this document for non-commercial purposes. This document can be found at the Virginia Department of Education (VDOE) website. Type the title in the “Search” box. The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, age political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities. TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................................ ii ACKNOWLEDGMENTS .......................................................................................................... vi KEY TO ACRONYMS USED IN THIS DOCUMENT ......................................................... viii INTRODUCTION ....................................................................................................................... 1 Law and Regulations .............................................................................................................. -
A Comparative Study of the Effects of the Makaton Vocabulary and a Language Stimulation Programme on the Communicaiton Abilities of Mentally Handicapped Adults
A COMPARATIVE STUDY OF THE EFFECTS OF THE MAKATON VOCABULARY AND A LANGUAGE STIMULATION PROGRAMME ON THE COMMUNICAITON ABILITIES OF MENTALLY HANDICAPPED ADULTS Elenor M Birkett Department of English Language, University of Glasgow Degree of M.Litt. December 1984 ACKNOWLEDGEMENTS I am most grateful to Dr M.K.C. MacMahon (Department of English Language), who has provided advice and support for my efforts from start to finish, and to Dr. A.W. Shirley (Department of Psychology) for his invaluable statistical assistance. There are also a number of colleagues to whom thanks are due: to Clinical Psychologists, James Furnell and June McDermont, for administering one of the assessments; to Paul Dickens, who provided sympathetic advice; to fellow Speech Therapists, Gail Robertson and Moira Bankier, for their support; and to Margaret Walker and other representatives of the Makaton Vocabulary Development Project for their interest and advice. I would also like to express my gratitude to the hospital staff of both the Royal Scottish Hospital and Lynebank Hospital for their co-operation, and in particular to Janet Scott of the Speech Therapy Department at Lynebank. In addition, I am most grateful to the twenty-four patients who readily took part in the study, and without whom this project would never have taken place. Finally, I must express thanks to Lynne and John Wallis for patiently typing this project; to Joan Clarke for lovingly caring for my daughter whilst I worked; to my parents for their help. I also thank my two daughters Claire and Zoë, who have tolerated their Mum’s pre- occupation with work. -
MRID-Self-Paced-Manu
Minnesota Registry of interpreters for the Deaf Self-paced Modules for Educational Interpreter Skill Development These self-paced learning modules are designed to be tools that educational interpreters can use to enhance their skills in pursuit of certification. Successful completion of this module series does not guarantee the interpreter will successfully obtain certification from the National Registry of Interpreters for the Deaf (RID) or any other certifying body, nor does it guarantee employment in an educational setting. Any interpreter working with these modules must understand that the Minnesota RID, RID and/or Minnesota Department of Children, Families and Learning are not responsible for an interpreter's success or failure in taking any national certification test or in his or her pursuit of employment. MRID, 1996 Fingerspelling Table of Contents I. Goals and Objectives ...................................... 4 I1. Equipment and Materials ................................ 5 /I/. Time.lllllllllIIIImIIIImIm..IIIIII.m.m.m............... 6 lkI Pre-Test ........................................................... 7 V; Overview and Ac fivities A. Uses of fingerspelling.........................I.....m........... f2 k? . Types of fingerspelling ......................................... f3 C. English to ASL ........m.......I1.....................n........... 16 DmTransliteration ...................................................... 20 E. ASL to English ....................................................... 22 Vl. Post-Test ~~~~~~~~~~~~~~~~~~~~~~~~~~~.~~~~~.~~~~~~..~~~~~~.~.~~~~29