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Variation and Change in English Varieties of British Sign Languagei
Variation and change in English varieties of BSL 1 Variation and change in English varieties of British Sign Languagei Adam Schembri, Rose Stamp, Jordan Fenlon and Kearsy Cormier British Sign Language (BSL) is the language used by the deaf community in the United Kingdom. In this chapter, we describe sociolinguistic variation and change in BSL varieties in England. This will show how factors that drive sociolinguistic variation and change in both spoken and signed language communities are broadly similar. Social factors include, for example, a signer’s age group, region of origin, gender, ethnicity, and socio-economic status (e.g., Lucas, Valli & Bayley 2001). Linguistic factors include assimilation and co-articulation effects (e.g., Schembri et al. 2009; Fenlon et al. 2013). It should be noted, however, some factors involved in sociolinguistic variation in sign languages are distinctive. For example, phonological variation includes features, such as whether a sign is produced with one or two hands, which have no direct parallel in spoken language phonology. In addition, deaf signing communities are invariably minority communities embedded within larger majority communities whose languages are in another entirely different modality and which may have written systems, unlike sign languages. Some of the linguistic outcomes of this contact situation (such as the use of individual signs for letters to spell out written words on the hands, known as fingerspelling) are unique to such communities (Lucas & Valli 1992). This picture is further complicated by patterns of language transmission which see many deaf individuals acquiring sign languages as first languages at a much later age than hearing individuals (e.g., Cormier et al. -
Deaf Connections and Global Conversations: Deafness and Education in and Beyond the British Empire, Ca
This is a repository copy of Deaf Connections and Global Conversations: Deafness and education in and beyond the British Empire, ca. 1800-1900. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/90897/ Version: Accepted Version Article: Cleall, E. (2015) Deaf Connections and Global Conversations: Deafness and education in and beyond the British Empire, ca. 1800-1900. Journal of Colonialism and Colonial History, 16 (1). https://doi.org/10.1353/cch.2015.0006 Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Deaf connections and global conversations: deafness and education in and beyond the British Empire, c. 1800-19001 In the early 1850s George Tait, docked in Jamaica on the way to the US where he intended to seek his fortune.i Tait had recently left the Edinburgh Deaf and Dumb Institution and was eager to travel. -
Early Institutional Provision in Scotland for Disabled Children
Scottish Journal of Residential Child Care Early Institutional Provision in Scotland for Disabled Children Iain Hutchison Department of History, University of Strathclyde Introduction By the end of the nineteenth century, a wide range of institutional provision was well-established in Scotland as it was across much of Europe and beyond. While adults were often the initial focus of such provision, specialist institutions for children were also established. However, for disabled children, their introduction might be regarded as haphazard. Institutional provision for hearing impaired children can be traced to 1760, but institutional intervention did not occur for children with physical disabilities until 1874. Institutions for disabled children developed in a context where Scotland’s growing population was gravitating towards the industrialising cities. It was also an era when the ‘rational’ body and mind became of concern to ‘respectable’ middle class society while the rise in stature of the medical profession resulted in the ‘imperfect’ body and mind being viewed as defects requiring repair. As ‘disability’ was a collective circumstance constructed in the twentieth century, the unco-ordinated development of the preceding century is understandable. In the language of the nineteenth century, the needs and circumstances of a ‘blind’ child were regarded as quite different from those of an ‘idiot’ or ‘imbecile’ child, and a ‘deaf and dumb’ child was not seen as having anything in common with a child who was ‘lame’, ‘crippled’ or bedridden with joint disease. Institutions for disabled children were established with a variety of objectives, including education and training, medical intervention, and custodial confinement. The application of the residential institutional option to different types of disablement in childhood was an erratic process lasting more than a century. -
INTERNATIONAL JOURNAL of COMPUTER APPLICATION ISSUE 2, VOLUME 5 (OCTOBER 2012) Available Online on ISSN: 2250-1797
INTERNATIONAL JOURNAL OF COMPUTER APPLICATION ISSUE 2, VOLUME 5 (OCTOBER 2012) Available online on http://www.rspublication.com/ijca/ijca_index.htm ISSN: 2250-1797 A proposed framework for Indian Sign Language Recognition Ashok Kumar Sahoo1, Gouri sankar Mishra2 & Pervez Ahmed2 1Department of Computer Science & Engineering, Sharda University, Greater Noida, Mob: 9810226795 2Department of Computer Science & Engineering, Sharda University, Greater Noida, Mob: 9654249954 3Department of Computer Science & Engineering, Sharda University, Greater Noida, Mob: 7838814615 ABSTRACT: Sign language recognition is a topic of current research in Computer Science and Engineering field. This application will be a boost to the deaf and hard hearing people. They are not able to use the computers and other hand held devices as it is very difficult for them to interact with such devices. So, in this area a lot of research is going on to help them. In India, either no standard database is available to carry research in this area and or no systems are available for them. In the proposed research we will try to develop a system for hard hearing and physically challenged persons. Here we present an overview of current research dimension in national and international scenario. Keywords: Sign Language, Indian Sign Language (ISL), Pattern Recognition. 1 INTRODUCTION Sign language (SL) [1] is a visual-gestural language used by deaf and hard-hearing people for communication purposes. They use three dimensional spaces and the hand movements (and other parts of the body) to convey meanings. It has its own vocabulary and syntax entirely different from spoken languages. Spoken languages use the oratory faculties to produce sounds mapped against specific words and grammatical combinations. -
The Deaf History Reader
1 Genesis of a Community: The American Deaf Experience in the Seventeenth and Eighteenth Centuries Harry G. Lang Editor’s Introduction Most histories of the American deaf community start with the immediate events leading to the founding of the American School for the Deaf in 1817, but deaf biographer and historian Harry Lang goes farther back into his- tory. In this essay, Lang identifies deaf children, deaf adults, and deaf cou- ples in the seventeenth and eighteenth centuries, and he uses textual evi- dence to evaluate their lives and their communication methods. He concludes that sign communication was recognized long before Laurent Clerc introduced French Sign Language to the United States, and his evi- dence suggests that many deaf people lived fully and autonomously in colo- nial America. Lang also argues, however, that other deaf colonists suffered from oppression because of their deafness. The learned...are not unapprized, that for two hundred years past there have appeared...Deaf...persons more or less instructed; which was then regarded as a species of miracle; but the rest of mankind did not imagine that this attempt had ever been made, and much less that it had been made with success. Abbé Charles-Michel de l’Epée1 I n American Colonies, Allan Taylor wrote that “the traditional story of American uplift excludes too many people.”2 He described a narrow cast 1 2 Harry G. Lang that showcased male English colonists in the East and seldom satisfac- torily covered the interplay of colonial and native people or the regional explorations and “human places” of other cultures, even those of other Europeans. -
Oralism – a Sign of the Times? - the Contest for Deaf Communication
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Stirling Online Research Repository 1 Oralism – a sign of the times? - The contest for deaf communication in education provision in late nineteenth-century Scotland Iain Hutchison University of Stirling In 1880, the International Congress on the Education of the Deaf in Milan stipulated that speech should have ‘preference’ over signs in the education of deaf children, but the mode of achieving this effectively banned sign language. Endeavours to teach deaf children to articulate were not new, but this decision placed pressures on deaf institutions to favour the oral system of deaf communication over other methods. In Scotland, efforts were made to adopt oralism, but educators were faced with the reality that this was not good education practice for most pupils. This article will consider the responses of Scottish educators of deaf children from the 1870s until the beginning of the twentieth century. Introduction In 1880, the International Congress on the Education of the Deaf, meeting in Milan, passed several resolutions that were to have long-term effects on the deaf community and on the provision of communication skills and education. Two key resolutions stated: 1. The convention, considering the incontestable superiority of speech over signs in restoring the deaf-mute to society and giving him a fuller knowledge of language, declares that the oral method should be preferred to that of signs in the education and instruction of deaf-mutes. 2 2. Considering that the simultaneous use of articulation and signs has the disadvantage of injuring articulation and lip-reading and the precision of ideas, declares that the pure oral method should be preferred.1 The resolutions had the effect, not only of forcing the communication means of the hearing on to deaf people who felt more comfortable with manual communication, but of excluding deaf teachers from many institutions providing education for deaf students. -
The Beginnings of Deaf Education
ASDC/Endeavor/Winter2011 THE BEGINNINGS OF DEAF EDUCATION By Larry Hawkins and Sue Galloway Hawkins is the superintendent of the Oklahoma School for the Deaf and a descendent of the Bolling family who started the first school for the deaf in America. Galloway is the librarian at the Oklahoma School for the Deaf and the great-great-great granddaughter of Laurent Clerc who helped establish the first permanent school for the Deaf in America. There are many histories of Deaf eduCation. It depends on who is telling the story. The story we are tellinG is a basiC history from historians, doCumentation, and family. It, however, is just a glimmer of the history which aCtually must have ocCurred. Most historians aGree that the true beGinning of teaChing children who are Deaf beGan in the sixteenth Century in Spain. At that time Spain was one of the most powerful Countries in the world and perhaps one of the wealthiest. Spain was Governed by many laws that were based on old Roman laws (Justinian Code). The Justinian Code made the distinCtion of pre- linGual and post-linGual deafness. Those who had lost their hearinG after they had learned to speak and write Could maintain all of their privileGes of Citizenship. Those who were born Deaf and Could not speak or write had to have Guardians and Could not make wills or Create estates ( Scouten, 8). Often, wealthy families maintained their wealth by intermarriaGe. It was not unCommon for Cousins to marry Cousins thus keepinG the wealth of a family intaCt. One example of this praCtiCe in Spain in the 1500’s was the VelasCo family. -
View of Relevant Literature
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will finda good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
Origins of Deaf Education: from Alphabets to America Heather G
AN INTRODUCTION TO EDUCATING CHILDREN WHO ARE DEAF/HARD OF HEARING Chapter 6 Origins of Deaf Education: From Alphabets to America Heather G. Zimmerman & Thomas Horejes NOTE: The decision to use lowercase d or uppercase Horejes & Heuer, D in d/Deaf is highly socially negotiable, and the 2013). Therefore, it is origins of d/D have taken on a political context (Woodward & Horejes, 2016). For this chapter, the imperative for educators designation of d or D is not the main focus, and the and professionals lowercase d in “deaf” will be used to denote an all- working with deaf encompassing population immersed in deaf education. children to consider the implications of Introduction language and culture (or what we refer to as languaculture) and A significant majority how this impacts the (92%) of deaf children construction of a deaf are born to hearing person’s experience and parents. Of the identity. remaining deaf children, 5% have at least one Historically, educational deaf parent, and 3% institutions for deaf have two deaf parents children have provided (Mitchell & Karchmer, an environment where 2004). For many deaf children can acquire hearing individuals, not only a valuable their ideological notion Photo courtesy of NCHAM education but also an of normalcy involves accessible, culturally being able to hear and speak; thus, hearing parents accommodative language (Hall, 2002; Horejes, 2012; Lane, have usually favored oral languages in the home and 1999; Little & Houston, 2003; Stacks, 1989). In this way, community, which presents a challenging linguistic deaf schools are responsible for not only being academic environment for deaf infants if communication is institutions but also cultural and linguistic incubators not accessible (Clark et al., 2015; Horejes, 2009; for languacultures (Horejes, 2012). -
9780521540568.Pdf
This page intentionally left blank Australian Sign Language (Auslan) This is first comprehensive introduction to the linguistics of Auslan, the sign language of Australia. Assuming no prior background in language study, it explores each key aspect of the structure of Auslan, providing an accessible overview of its grammar (how sentences are structured), phonology (the build- ing blocks of signs), morphology (the structure of signs), lexicon (vocabulary), semantics (how meaning is created), and discourse (how Auslan is used in con- text). The authors also discuss a range of myths and misunderstandings about sign languages, provide an insight into the history and development of Auslan, and show how Auslan is related to other sign languages, such as those used in Britain, the USA and New Zealand. Complete with clear illustrations of the signs in use and useful further reading lists, this is an ideal resource for anyone interested in Auslan, as well as those seeking a clear, general introduction to sign language linguistics. trevor johnstonis Associate Professor in the Department of Linguis- tics, Macquarie University. A sign linguist with an international reputation, he was author of the first dictionary of Auslan, and has published a number of papers describing the Auslan grammar. adam schembri is Postdoctoral Research Fellow in the Department of Linguistics, Macquarie University. Highly acclaimed for his work on Auslan, he has presented papers on the topic at a number of conferences, and has ten years’ teaching experience in linguistics. Australian Sign Language (Auslan) An Introduction to Sign Language Linguistics Trevor Johnston and Adam Schembri CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridg e.org /9780521832977 © Trevor Johnston & Adam Schembri 2007 This publication is in copyright. -
Disability in Time and Place
Disability in time and place English Heritage Disability History Web Content Simon Jarrett 2012 1 Contents Section 1 The Medieval period 1050-1485 Page 1) Overview – Disability in the medieval period 1050- 7 1485 – religious care, self help and duty 2) Disability in medieval hospitals and almshouses 8 3) The time of leprosy – 11th century to 14th century 9 4) From Bethlehem to Bedlam – England’s first 10 mental institution 5) Disability in the medieval English community 11 Section 2 Disability from 1485-1660 1) Overview – Disability from 1485-1660 closing 13 Hospitals and naturally entertaining fools 2) Hospitals and almshouses – disability in the Tudor 14 institution 3) The King’s fools – disability in the Tudor court 15 4) Mental illness in the 16th and 17th centuries 16 5) Marriage, work, family and war – the daily life of 17 th th people with disabilities in the 16 and 17 centuries 2 Section 3 The long 18th century - disability from 1660 – 1832 1) Overview – Disability from 1660 to 1832: hospitals, 19 schools, madhouses and Billies in bowls 2) The rise of the hospital for disabled people 20 3) The age of the madhouse – home of the well-attired 21 ploughman 4) Specialist education for children with disabilities - 22 ‘the happiest effect’. 5) The lives of people with disabilities in 18th century 23 England Section 4 Disability in the 19th century – 1832-1914 1) Overview – The age of the asylum, and the brave 26 poor things: disability in the 19th century 2) A parallel world – the growth of the asylum 27 3) Life in the asylum 28 4) ‘Asylums -
A History of Deaf Education in New South Wales Since World War II
A Constant Struggle: A History of Deaf Education in New South Wales since World War II Naomi Malone A thesis submitted for the degree of Doctor of Philosophy University of Technology Sydney 2017 CONTENTS Signed statement 3 Acknowledgements 4 List of illustrations 5 Abbreviations 6 Abstract 8 Introduction 10 Chapter 1 International Developments: An Outline History of Deaf Education 37 Chapter 2 ‘Speech is the birthright of every child’: Oralism to the 1960s 61 Chapter 3 The March of Integration: The 1970s 83 Chapter 4 Mainstreaming and Auslan: The 1980s 110 Chapter 5 ‘A new era in deaf education in Australia’: The 1990s 137 Chapter 6 Diversity: The 2000s 165 Chapter 7 ‘a true consumer organisation’: 2010 and beyond 192 Conclusion: ‘in pursuit of better outcomes’ 210 Appendices 215 Bibliography 225 2 Statement of Originality/Authorship I certify that the work in this thesis has not been previously been submitted for a degree, nor has it been submitted as part of the requirements for a degree except as fully acknowledged within the text. I also certify that the thesis has been written by me. Any help that I have received in my research work and the preparation of the thesis itself has been fully acknowledged. In addition, I also certify that all information and sources used are identified in the thesis. Signature of Student: Date: This research is supported by an Australian Government Research Training Program Scholarship. 3 ACKNOWLEDGEMENTS To my parents, For loving me, For giving me a language to connect with both of you, my family, friends and others, For letting me be, and For the education I have had, Thank you.