Community Interpreting in Canada
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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 -
Fact Sheets French, Arabic, Simplified and Traditional Chinese, Somali, Spanish
Translated COVID-19 Resources – September 24, 2020 Page 1 of 4 COVID-19 Resources Available in Multiple Languages Please note that not all resources will be appropriate for the local context. Government of Canada (all webpages available in French) Awareness resources are available in the following languages: Arabic, Bengali, Simplified or Traditional Chinese, Cree, Dene, Farsi, German, Greek, Gujarati, Hindi, Innu-Aimun, Inuinnaqtun, Inuktitut (Nunavik), Italian, Korean, Michif, Mikmaq, Ojibwe Eastern and Western, Oji-Cree, Polish, Portuguese, Punjabi, Romanian, Russian, Somali, Spanish, Tagalog, Tamil, Ukrainian, Urdu, Vietnamese Relevant Resources (selected) Languages About COVID-19 All Reduce the spread of COVID-19: Wash All your hands infographic How to care for a child with COVID-19 at All home: Advice for caregivers Physical distancing: How to slow the All except Bengali, Romanian or spread of COVID-19 Vietnamese COVID-19: How to safely use a non- All except Bengali, Traditional Chinese, medical mask or face covering (poster) Greek, Gujarati, Polish, Romanian, Urdu or Vietnamese How to quarantine (self-isolate) at home All except Bengali, Traditional Chinese, when you may have been exposed and Greek, Gujarati, Polish, Romanian, Urdu have no symptoms or Vietnamese Government of Ontario (all webpages available in French) Relevant Resources Languages COVID-19: Reopening schools and child French, Simplified and Traditional care Chinese, Farsi, Greek, Gujarati, Hindi, Italian, Korean, Polish Punjabi, Spanish, Tamil, Ukrainian, Urdu 519-822-2715 -
KIA Language Framework
KIA Language Framework Revitalizing Inuit Language in the Qitirmiut Region - Final Report - RT Associates August 2011 KIA Language Framework Table of Contents Executive Summary ................................................................................................................ i 1 Introduction .................................................................................................................. 1 2 Background................................................................................................................... 4 3 Qitirmiut Language Landscape ................................................................................. 11 4 Lessons from Other Jurisdictions .............................................................................. 16 5 What People Told Us.................................................................................................. 22 6 Analysis & Recommendations .................................................................................. 28 7 KIA Language Framework ......................................................................................... 31 Note to the Reader: We have used the term ‘Inuit Language’ to refer to the different Inuit language dialects used throughout the Qitirmiut Region including Innuinaqtun in the West communities and Nattilingmiutut in the East communities. RT Associates August 2011 KIA Language Framework Executive Summary Executive Summary Introduction In January 2011 KIA contracted consultants (RT Associates) to develop a KIA Language -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
2009-2010 Annual Report (English)
ANNUAL REPORT • 2009 – 2010 The Canadian Hearing Society Board of Directors Co-Chairs Jo DeLuzio, Len Mitchell Vice-Chairs Lori Clemente, Elliott Knox, Jeanette Parsons Treasurer Jonathan Wollaston Secretary Denis Morrice Directors Ron Eilath Murray Pollard Sathish Subramanian Jay Innes Irene Rothe Lynn Sveinbjornson Salma Kanji Laurie Scott Norma Jean Taylor Jay Leather Paul Smith Management Staff Senior Management Denis Morrice Interim Chief Executive Officer Maribeth Meijer Chief Operating Officer Fred Enzel Vice President, Finance and Chief Financial Officer Katherine Hum-Antonopoulos Vice President, Programs and Services Susan Main Vice President, Fundraising and Strategic Communications Gary Malkowski Special Advisor to the President, Public Affairs Kelly Murray Vice President, Marketing and Business Development Donald Prong Director, Human Resources Regional Management Hamilton Chris Kenopic Thunder Bay Nancy Frost Kingston Brian McKenzie Toronto Stephanie Ozorio London Marilyn Reid Waterloo, Peel Victoria Baby Ottawa Philippe Ramsay Windsor David Kerr Peterborough Maggie Doherty-Gilbert York Tim Maloney Sudbury, Sault Ste. Marie Silvy Coutu Program Management Rex Banks Hearing Health Care Jo-Ann Bentley Communication Devices Program Karen Frayn CONNECT Susanne Gillespie General Support Services & Hearing Care Counselling Program Kelly MacKenzie Information & Public Awareness Gordon Ryall Employment Services Cheryl Wilson Ontario Interpreting Services THE CANADIAN HEARING SOCIETY ANNUAL REPORT • 2009 – 2010 | 1 Report of the Co-Chairs 2010 marks the 70th anniversary of Undoubtedly, the most significant under- the founding of The Canadian Hearing taking of the Board this year has been the Society – an impressive milestone. We, search for a new President and CEO fol- as co-chairs, are extremely proud of the lowing the resignation and subsequent record of service CHS has provided to departure of Kelly Duffin at the end of the community since 1940. -
Procurement Activity Report
GOVERNMENT OF NUNAVUT Procurement Activity Report Prepared by kNo1i ZKm4fi9l Wp5yC6tf5 Nunalingni Kavamatkunnilu Pivikhaqautikkut Department of Community and Government Services Ministere des Services Communautaires et Gouvernementaux Fiscal Year 2006/07 GOVERNMENT OF NUNAVUT Procurement Activity Report Table of Contents ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Purpose 2 ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Objective 2 ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Introduction -
Aboriginal Languages and Selected Vitality Indicators in 2011
Catalogue no. 89-655-X— No. 001 ISBN 978-1-100-24855-4 Aboriginal Languages and Selected Vitality Indicators in 2011 by Stéphanie Langlois and Annie Turner Release date: October 16, 2014 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected], telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following toll-free numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-877-287-4369 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 To access this product This product, Catalogue no. 89-655-X, is available free in electronic format. To obtain a single issue, visit our website, www.statcan.gc.ca, and browse by “Key resource” > “Publications.” Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner. To this end, Statistics Canada has developed standards of service that its employees observe. To obtain a copy of these service standards, please contact Statistics Canada toll-free at 1-800-263-1136. The service standards are also published on www.statcan.gc.ca under “About us” > “The agency” > “Providing services to Canadians.” Standard symbols Published by authority of the Minister responsible for Statistics Canada The following symbols are used in Statistics Canada publications: . -
Project Summary Report April 30Th, 2020
Improving Communication on Climate Change and Long-Range Contaminants for Communities and Researchers in the Inuvialuit Settlement Region Project Summary Report April 30th, 2020 [Type here] Background It is well recognized that climate change will have significant impacts on not only the physical landscape, but also on social and economic landscapes within the Arctic. More specifically, climate change represents “an acute threat to socioecological systems, one that disproportionately impacts Arctic peoples”1. How these impacts will be transferred to the level of human activity remains uncertain. Therefore, the need to standardize and ensure comprehensibility of climate change wording and concepts in Inuvialuktun, is imperative in supporting informed responses by Inuvialuit communities to climate change. Climate change impacts to the Arctic environment has also sparked an unprecedented growth in climate change research being conducted in Arctic communities across the globe. This growth in research has resulted in increasingly more sophisticated and specialized terminology being used in climate change discourse. As a direct result of this advancement in scientific terminology, climate change information relayed to Inuvialuit Settlement Region (ISR) communities has become increasingly difficult to comprehend, both conceptually and linguistically. More importantly, how an issue is framed by academic or political discourse can significantly affect the interpretation and thus the responses provided. Consequently, the gap between Traditional Knowledge (TK) and the scientific community has continued to increase over time, creating an unfortunate disconnect between researchers, politicians and ISR community members. Sallirmiutun, Uummarmiutun, and Kangiryuarmiutun, collectively known as the Inuvialuktun language, are the three dialects spoken in the ISR (Figure 1). The Inuvialuktun language is spoken by fewer than 50 per cent of the population, many of whom are Elders. -
Inuit & Cancer: Fact Sheets
Inuit & Cancer: Fact Sheets Inuit Tapiriit Kanatami February, 2009 INTRODUCTION Inuit Tapiriit Kanatami developed a series of fact sheets to raise awareness of Inuit and cancer with the intent of informing decision makers, advisors and non- government organizations about Inuit’s unique cancer concerns and realities. The following are the themes of each fact sheet: u About Inuit u Inuit Health Status u Health Care Delivery in Inuit Regions u Cancer Burden u Prevention u Screening, Diagnosis and Treatment u Cancer Care u Human Resources u Research & Surveillance This project received financial support from the Canadian Cancer Action Network. FACT SHEET: ABOUT INUIT Did you Know? Who are Inuit? u One person of Inuit descent is an Inuit are the indigenous people that Inuk, which is singular for Inuit. inhabit the Arctic regions of Canada, u Inuvialuit is the correct term for Russia, Alaska and Greenland. In Inuit from the Inuvialuit Settlement Canada, there are approximately 50,500 Region in the NWT. Inuit living primarily in four regions: u Inuit are “Aboriginal” or “First Nunavik (Northern Quebec), Peoples”, but are not “First Nunatsiavut (Labrador), the Inuvialuit Nations”. Also, Inuit are not Innu. Innu are a First Nations group Settlement Region (Northwest located in northeastern Quebec and Territories), and the new territory parts of Labrador. of Nunavut. There are Inuit living in u Inuit do not live “on” or “off” every political jurisdiction in Canada, reserve, this applies only to First with growing populations in Ottawa, Nations. Inuit live in Inuit Montreal, Yellowknife, Winnipeg, communities, hamlets or villages. Edmonton and other cities. -
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. -
© 2011 Peter Kirk Crume
CORE Metadata, citation and similar papers at core.ac.uk Provided by Illinois Digital Environment for Access to Learning and Scholarship Repository © 2011 Peter Kirk Crume TEACHERS’ PERCEPTIONS OF THE USE OF ASL PHONOLOGICAL INSTRUCTION TO DEVELOP ASL AND ENGLISH LITERACY IN AN ASL/ENGLISH BILINGUAL PRESCHOOL BY PETER KIRK CRUME DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Psychology in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Associate Professor Jenny Singleton, Chair Professor Michelle Perry, Contingent Chair Professor Sarah McCarthey Assistant Professor Adrienne Lo Abstract This dissertation study seeks to understand how teachers who work in an ASL/English bilingual educational program for preschool children conceptualize and utilize phonological instruction of American Sign Language (ASL). While instruction that promotes phonological awareness of spoken English is thought to provide educational benefits to young children in terms of language proficiency and reading development, there is limited understanding of how deaf children may similarly benefit from the phonological instruction of ASL. Part of the resistance in promoting ASL may be related to how signs native to ASL do not directly map onto written English in the same way that spoken English does. However, ASL does incorporate the use of the manual alphabet, which is a manual representation of the English alphabet, and many signs in ASL do have partial or full overlap to words in the orthography of English. ASL also has the added benefit of being considered the natural language for deaf people, which allows teachers with the means to promote ASL phonological instruction in ways that allow students to access and utilize a language in ways that can maximize their ability to process information. -
Sign Language Acronyms
Sign language acronyms Throughout the Manual, the following abbreviations for sign languages are used (some of which are acronyms based on the name of the sign language used in the respective countries): ABSL Al Sayyid Bedouin Sign Language AdaSL Adamorobe Sign Language (Ghana) ASL American Sign Language Auslan Australian Sign Language BSL British Sign Language CSL Chinese Sign Language DGS German Sign Language (Deutsche Gebärdensprache) DSGS Swiss-German Sign Language (Deutsch-Schweizerische Gebärdensprache) DTS Danish Sign Language (Dansk Tegnsprog) FinSL Finnish Sign Language GSL Greek Sign Language HKSL Hong Kong Sign Language HZJ Croatian Sign Language (Hrvatski Znakovni Jezik) IPSL Indopakistani Sign Language Inuit SL Inuit Sign Language (Canada) Irish SL Irish Sign Language Israeli SL Israeli Sign Language ÍTM Icelandic Sign Language (Íslenskt táknmál) KK Sign Language of Desa Kolok, Bali (Kata Kolok) KSL Korean Sign Language LIS Italian Sign Language (Lingua dei Segni Italiana) LIU Jordanian Sign Language (Lughat il-Ishaara il-Urdunia) LSA Argentine Sign Language (Lengua de Señas Argentina) Libras Brazilian Sign Language (Língua de Sinais Brasileira) LSC Catalan Sign Language (Llengua de Signes Catalana) LSCol Colombian Sign Language (Lengua de Señas Colombiana) LSE Spanish Sign Language (Lengua de Signos Española) LSF French Sign Language (Langue des Signes Française) LSQ Quebec Sign Language (Langue des Signes Québécoise) NGT Sign Language of the Netherlands (Nederlandse Gebarentaal) NicSL Nicaraguan Sign Language NS Japanese Sign Language (Nihon Syuwa) NSL Norwegian Sign Language NZSL New Zealand Sign Language DOI 10.1515/9781501511806-003, © 2017 Josep Quer, Carlo Cecchetto, Caterina Donati, Carlo Geraci, Meltem Kelepir, Roland Pfau, and Markus Steinbach, published by De Gruyter.