The Complete Idiot's Guide to Learning American Sign Language
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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 -
Building BSL Signbank: the Lemma Dilemma Revisited
Fenlon, Jordan, Kearsy Cormier & Adam Schembri. in press. Building BSL SignBank: The lemma dilemma revisited. International Journal of Lexicography. (Pre-proof draft: March 2015. Check for updates before citing.) 1 Building BSL SignBank: The lemma dilemma revisited Abstract One key criterion when creating a representation of the lexicon of any language within a dictionary or lexical database is that it must be decided which groups of idiosyncratic and systematically modified variants together form a lexeme. Few researchers have, however, attempted to outline such principles as they might apply to sign languages. As a consequence, some sign language dictionaries and lexical databases appear to be mixed collections of phonetic, phonological, morphological, and lexical variants of lexical signs (e.g. Brien 1992) which have not addressed what may be termed as the lemma dilemma. In this paper, we outline the lemmatisation practices used in the creation of BSL SignBank (Fenlon et al. 2014a), a lexical database and dictionary of British Sign Language based on signs identified within the British Sign Language Corpus (http://www.bslcorpusproject.org). We argue that the principles outlined here should be considered in the creation of any sign language lexical database and ultimately any sign language dictionary and reference grammar. Keywords: lemma, lexeme, lemmatisation, sign language, dictionary, lexical database. 1 Introduction When one begins to document the lexicon of a language, it is necessary to establish what one considers to be a lexeme. Generally speaking, a lexeme can be defined as a unit that refers to a set of words in a language that bear a relation to one another in form and meaning. -
Simon & Schuster Rights Guide
2021 SIMON & SCHUSTER RIGHTS GUIDE Marie Florio, Vice President, Director of Subsidiary Rights [email protected] All titles and publication dates are tentative and subject to change -0- We are thrilled to announce new titles from: DALE CARNEGIE – Take Control of Your Life, Relationships and Future: Leveraging Dale Carnegie’s Enduring Principles to Thrive During Times of Crisis and Calm by Dale Carnegie & Associates Written by Dale Carnegie Trainings’ President and CEO Joe Hart and Dale Carnegie’s grandson and co-author of The Leader in You and The Sales Advantage Part One: Take Command of Your Life includes 1. Importance of our thoughts 2. Conditioning our minds for success 3. Seeing opportunity in every crisis 4. Using negative thoughts as our early-warning system Part Two: Take Command of Your Relationships includes 1. Critical importance of building trust 2. Winning friends 3. Gaining cooperation 4. Skillful communication Part Three: Take Command of Your Future Includes 1. Defining your vision even when the world keeps changing 2. Working with others to achieve your goals 3. Being a mentor to others 4. Making a difference in this world Manuscript Spring 2022; Publication 2023; proposal available -1- MARY HIGGINS CLARK April 2022 – a sequel to Mary Higgins Clarke’s bestselling novel Where Are the Children by Mary Higgins Clark and Alafar Burke. April 2023 – an untitled suspense novel (likely an Under Suspicion novel) by Mary Higgins Clark and Alafar Burke Manuscript for Book #1 Fall 2021 Book #2 to be determined -2- BESTSELLERS -3- Sarah Frier SF NO FILTER April 2020 Award-winning Bloomberg technology reporter Sarah Frier reveals an inside, never-before-told, behind-the-scenes look at how Instagram defied the odds to become one of the most culturally defining apps of the decade. -
Ethiopian Sign Language Useful Words & Phrases
Ethiopian Sign Language Useful Words & Phrases To watch a video of the signs, go to: https://youtu.be/c636uSx0o7g *Note: This sheet is being made by a right-handed signer. Unless otherwise stated, “right hand” can interchanged for “dominant hand”. English/Amharic Ethiopian Sign Language American Sign Language equivalent or closely signed Hello/Selam Same sign as “health” Both hands start in ‘5’ handshape with fingers on shoulders, palms facing toward shoulders Hands move away from body to s-handshapes at shoulder height, palms still facing shoulders Thanks be to Most similar to “tree good” God/Exhabier yemesgen except tree is signed with (response to selam) fingers together and no movement God- left arm: across in front of stomach, hand flat with fingers together right arm: elbow on top of left hand, making a right angle. Hand is flat with fingers together Thank you- same handshapes as god. Right hand starts with fingers touching chin, palm facing the body. Left hand starts about 6 inches in front of stomach, palm facing toward chin. Right hand moves from chin to left hand Welcome/ Enquan dehena Same as “candy health metachu sign” Signed in 3 parts: Enquan- Right pointer finger touches cheek, wrist turns front to back dehena (selam)- see above metachu- both hands in ‘1’ handshapes move in circles toward the chest Ethiopia “Hawaii” signed with an ‘a’ handshape ‘a’ handshape, start with right hand in front of forehead with thumb facing forehead. Move toward left ear to begin making a circle around the face. After a complete circle, the -
General Acronyms
Professionals and stakeholders use various acronyms in various fields such as early intervention, technology, rehabilitation, education, interpreting as well as recognized acronyms of national and Washington State organizations. ODHH staff has prepared a list of acronyms as a resource when providing services to deaf, hard of hearing and deaf-blind. General Acronyms ADA Americans with Disabilities Act ALS Assistive Listening System ASL American Sign Language AT Assistive Technology BTE Behind the Ear (hearing aid) BAHA Bone Anchored Hearing Aid CTS Captioned Telephone Service CA Communications Assistant CF Communication Facilitator CART Communication Assistance Real-time Translation CAN Computer Aided Note-taking CC Closed Captioned CDI Certified Deaf Interpreter CEU Continuing Education Unit CI Certified Interpreter CI Cochlear Implant CODA Child of Deaf Adult CS Contact Sign CTS Captioned Telephone Service D Deaf DB Deaf-Blind dB decibel DHH Deaf/Hard of Hearing EI Early Intervention ELL English Language Learners ENT Ear, Nose and Throat (doctor) ESL English as a Second Language FRC Family Resource Coordinator HA Hearing Aid HAC Hearing Aid Compatible HATIS Hearing Aid Telephone Interconnect System HCO Hearing Carry Over HH Hard of Hearing HVCS High Visual Communication Skills ITC In the Canal (hearing aid) Created by WA Office of the Deaf and Hard of Hearing: April 1, 2011 page 1 ITE In the Ear (hearing aid) IDEA Individuals with Disabilities Education Act IEP Individualized Education Plan IFSP Individual Family Service Plan IL Independent -
A Student's Pocket Guide to Deaf Community Terminology
A Student’s Pocket Guide to Deaf Community Terminology Start ASL, the leading online resource for ASL and Deaf Culture, has created this easy-to-use and convenient Terminology Pocket Guide. If you’re on the go, or whenever you simply need to make a quick reference, you’ll find this tiny yet practical book to be a great friend in your immersion into American Sign Language and the Deaf community. This handy little Pocket Guide contains definitions to those not-so-familiar terms that you may encounter at any time, anywhere. For anyone wanting to truly understand and communicate within the ASL community, we highly recommend having Start ASL’s Terminology Pocket Guide on hand for all situations… Never leave home without it! Beginning when she was only thirteen years old, Michelle Jay has understood her passion and love for ASL. As a hearing person in the Deaf community, Michelle was determined to master everything she could about ASL… not just “how to sign,” but the very best ways to learn to sign as well! As the founder of StartASL.com, the leading online resource for ASL and Deaf Culture, Michelle has tremendous insight into this unique community. Michelle earned a Bachelor’s Degree in Deaf Studies, with an emphasis in teaching, from one of the nation’s premier programs at California State University, Northridge. When not writing books or tending her website, Michelle contributes thought- provoking articles to academic publishers such as Greenhaven Press. Her unique articles have done much to support Deaf Culture, and have been printed in resource publications such as American Chronicle and Perspectives on Diseases & Disorders: Deafness & Hearing Impairments. -
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. -
Lexical Patterns in ASL and English a Dissertation Submitted in Pa
UNIVERSITY OF CALIFORNIA, SAN DIEGO Motivation in Morphology: Lexical Patterns in ASL and English A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Linguistics by Ryan Lepic Committee in charge: Professor Farrell Ackerman, Co-Chair Professor Carol Padden, Co-Chair Professor Karen Emmorey Professor Rachel Mayberry Professor Sharon Rose 2015 The Dissertation of Ryan Lepic is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Co-Chair Co-Chair University of California, San Diego 2015 iii EPIGRAPH "I believe that we social anthropologists are like the mediaeval Ptolemaic astronomers; we spend our time trying to fit the facts of the objective world into the framework of a set of concepts which have been developed a priori instead of from observation…. The trouble with Ptolemaic astronomy was not that it was wrong but that it was sterile—there could be no real development until Galileo was prepared to abandon the basic premise that celestial bodies must of necessity move in perfect circles with the earth at the center of the universe." Edmund Leach iv TABLE OF CONTENTS Signature Page ........................................................................................................ iii Epigraph ................................................................................................................. iv Table of Contents ................................................................................................... v List -
Sign Language Ideologies: Practices and Politics
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Heriot Watt Pure Annelies Kusters, Mara Green, Erin Moriarty and Kristin Snoddon Sign language ideologies: Practices and politics While much research has taken place on language attitudes and ideologies regarding spoken languages, research that investigates sign language ideol- ogies and names them as such is only just emerging. Actually, earlier work in Deaf Studies and sign language research uncovered the existence and power of language ideologies without explicitly using this term. However, it is only quite recently that scholars have begun to explicitly focus on sign language ideologies, conceptualized as such, as a field of study. To the best of our knowledge, this is the first edited volume to do so. Influenced by our backgrounds in anthropology and applied linguistics, in this volume we bring together research that addresses sign language ideologies in practice. In other words, this book highlights the importance of examining language ideologies as they unfold on the ground, undergirded by the premise that what we think that language can do (ideology) is related to what we do with language (practice).¹ All the chapters address the tangled confluence of sign lan- guage ideologies as they influence, manifest in, and are challenged by commu- nicative practices. Contextual analysis shows that language ideologies are often situation-dependent and indeed often seemingly contradictory, varying across space and moments in time. Therefore, rather than only identifying language ideologies as they appear in metalinguistic discourses, the authors in this book analyse how everyday language practices implicitly or explicitly involve ideas about those practices and the other way around. -
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. -
Invisible People Poverty and Empowerment in Indonesia
POVERTY AND EMPOWERMENT IN INDONESIA presented by PNPM Mandiri — Indonesia’s National Program for Community Empowerment INVISIBLE PEOPLE POVERTY AND EMPOWERMENT IN INDONESIA Text by Irfan Kortschak photographs by Poriaman Sitanggang with an introduction by Scott Guggenheim presented by PNPM Mandiri — Indonesia’s National Program for Community Empowerment 06 Bengkala, North Bali WHERE EVERYONE SPEAKS DEAF TALK Bengkala is a small village in North Bali. For more than a century, around 2% of “In a village with a large number of deaf the babies here have been born profoundly deaf. In 2008, out of a total population people, the schoolteacher says: ‘Kata of 2450, there were 46 profoundly deaf people, known in the village as kolok. Kolok is what keeps us together as a People who can hear are known as inget. Almost everyone here, both kolok and single community. In Bengkala, being inget, can speak a sign language known as Kata Kolok, or Deaf Talk. deaf is not something carried by the Kata Kolok is a rich and developed language. Like all developed sign languages, kolok alone. It’s something that belongs it uses visually transmitted sign patterns to convey meaning. These sign patterns to the entire community.” usually involve a combination of hand signals; movements of the hands, arms, or body; and facial expressions. Kata Kolok is not dependent on or derived from Balinese, the spoken language of the village, or any other spoken language. It is only slightly influenced by Indonesian Sign Language. It is a distinct, unique language that has a complex grammar of its own. -
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