DOCSLIB.ORG

Sign-Spatiality in Kata Kolok

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sign-Spatiality in Kata Kolok PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/99153 Please be advised that this information was generated on 2021-09-24 and may be subject to change. Sign-Spatiality in Kata Kolok Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. mr. S.C.J.J. Kortmann, volgens besluit van het college van decanen in het openbaar te verdedigen op dinsdag 6 november 2012 om 15.30 uur precies door Conny Leonie Gabriella de Vos geboren op 22 augustus 1983 te Eindhoven Promotoren Prof. dr. Stephen C. Levinson Prof. dr. Ulrike Zeshan (University of Central Lancashire) Prof. dr. Nicholas J. Enfield Manuscriptcommissie Prof. dr. A. Özyürek Prof. dr. Dan I. Slobin (University of California, Berkeley) Dr. Roland Pfau (University of Amsterdam) kË˔͑ΎՓ́ľĀǣľ̲ľ͑ҡѸ First and foremost I would like to thank my supervisors Stephen C. Levinson, Ulrike Zeshan, and Nicholas J. Enfield for giving me the opportunity to learn from their experience and expertise throughout my time at the Max Planck Institute for Psycholinguistics (MPI) and at the International Institute for Sign Languages and Deaf Studies (iSLanDS). Both institutes represent fostering and stimulating environments in which academic and personal growth constitute core values. I would like to thank all of the individuals I have had the pleasure of working with in both places for sharing their ideas and for their support. In Nijmegen, Preston, and beyond, many people have taken the time to discuss my research and there are a few people I would like to thank in particular: Melissa Bowerman†, Penny Brown, Niclas Burenhult, Chris Buskes, Onno Crasborn, Mark Dingemanse, Karen Emmorey, Susan Fisher, John B. Haviland, Adam Kendon, Ulf Liszkowski, Asifa Majid, I Gede Marsaja, Victoria Nyst, Sibaji Panda, Nick Palfreyman, Pamela Perniss, Waldemar Schwager, and Johan Siebers. This project would not have been possible without the support of the deaf and hearing inhabitants of Bengkala. I am grateful in particular to the deaf families for their cooperation and companionship during the times I spent in Bali. I would also like to thank the following village authorities: the Kepala Desa (Village Head) I Made Astika, the Keliandesa Adat (Head of Customs) I Made Kerada, and the Ketua BPD (Head of Village Elections) I Made Arpana. My research assistant I Ketut Kanta, who is the Ketua Kumpulan Kolok (Head of the Deaf Alliance) set-up in January 2011, deserves special mention. As a fluent Kata Kolok signer, he guided me through the initial stages of fieldwork and collected a substantial part of the corpus as it is today. During my time in Bengkala, inclusive deaf education was established as a collaborative project by I Ketut Kanta, myself, I Made Wijana (the Head of the Elementary School No. 2), i Drs. Putu Risma (the Head of the School for the Deaf (SLB) in Singaraja, and I Made Astika (the Village Head) in July 2007. I Ketut Kanta has been a dedicated teacher of the deaf children at this inclusive deaf unit, which is now supported by Leen and Tineke Molendijk (Vrienden van Effatha). My work in Indonesia was greatly facilitated by visits to the Jakarta Field Station of the Max Planck Institute for Evolutionary Anthropology at Atma Jaya University. I would like to thank the following individuals for their guidance and friendship: Thomas J. Conners, David Gil, Antonia Soriente, and Uri Tadmor. Given the nature of this PhD project, which also involved the formation of a digital archive of Kata Kolok, I have relied considerably on the technical and administrative support available at the MPI. Thanks go especially to Edith Sjoerdsma, Han Sloetjes, Dieter van Uytvanck, Ad Verbunt, Rick van Vierssen, and Nick Wood. I also received local technical support from I Gede Primantara. Both I Ketut Kanta and Ni Made Dadiastini have been involved in ELAN transcription activities. Febby Meilisa, a research assistant based at the Jakarta Field Station, proved invaluable by translating sections of the Kata Kolok corpus from Indonesian into English. This thesis would not have been as well written as it is today without the graceful editing skills of my dear friend Nick Palfreyman. In addition, the following people helped to polish earlier drafts: Onno Crasborn, Thomas J. Conners, Mark Dingemanse, Simeon Floyd, Helen L. Jones, Jitske Lotstra, Gary Lupyan, Stefan Mangnus, Thomas Op de Coul, Pamela Perniss, and Annelies van Wijngaarden. Tilman Harpe edited the handshapes in Figure 4.2-5. Nick Palfreyman provided the examples of British Sign Language in Figure 4.11-15. Keiko Sagara kindly posed for the pictures of Japanese Sign Language in Figure 14.1. I Made Wira Dharma produced the line drawings of signs based on snapshots stemming from ii video recordings. My dear friend Abel Groenewolt designed the diagrams throughout the thesis as well as the thesis cover. In het bijzonder wil ik graag mijn moeder, zus en zwager bedanken voor hun onvoorwaardelijke steun. Ook een speciaal dankjewel voor Erik Swaan, die mijn academisch commentaar serieus nam vanaf mijn eerste stappen in de taalkunde, en Marcel Verweij, Abel Groenewolt en Mirjam Iris Crox voor hun knuffels en enthousiasme. Tot slot wil ik graag al mijn vrienden en familie bedanken, ook hen die hier niet bij naam zijn genoemd. iii ҽȍľѸɗѸΎӕҡ́ɗ͑ľ Part I Introduction 1 When space is special: sign-spatial mapping Part II Preliminaries 2 Bengkala and Kata Kolok: a deaf village and its sign language 3 Research methodology 4 Structural aspects of Kata Kolok Part III Sign-spatiality at the discourse level 5 Sign-spatiality 6 Spatial deixis in Kata Kolok 7 Person reference in Kata Kolok 8 Temporal inference in Kata Kolok discourse Part IV Sign-spatiality and the dominance of the absolute Frame of Reference in Kata Kolok 9 Frames of Reference in sign languages 10 Simultaneous classifier constructions in narratives 11 The Nijmegen Space Games Part V The Kata Kolok pointing system: beyond sign-spatiality 12 Pointing: a brief literature review 13 Corpus analysis of spontaneous pointing signs 14 Functions and forms of Kata Kolok pointing 15 The semiotic ecologies of pointing Part VI Conclusion 16 Cross-linguistic conventionalisation of sign-spatiality iv ġľҡɗ́ľĀҡ¡́ľΎƸËΎ͑ҡľ͑ҡѸ Acknowledgements .......................................................................................... i Thesis outline .................................................................................................. iv Detailed table of contents ............................................................................. v List of figures ................................................................................................. xiii List of tables ................................................................................................. xvii List of examples ............................................................................................. xix Part I Introduction .......................................................................................... 1 1 When space is special: sign-spatial mapping .................................................................. 2 1.1 Conventionalisation of space across cultures and languages .................................. 2 1.2 Bengkala and Kata Kolok ........................................................................................ 4 1.3 A brief introduction to sign linguistics .................................................................... 5 1.4 Cross-linguistic variation in sign-spatial mappings ................................................ 7 1.4.1 Using the signing space to talk about space .................................................... 8 1.4.2 Grammatical person and the signing space ................................................... 11 1.4.3 Time and the signing space ........................................................................... 15 1.4.4 Spatial and non-spatial functions of sign-spatial mapping ........................... 17 1.5 Scope and structure of the thesis ........................................................................... 18 Part II Preliminaries .................................................................................... 21 2 Bengkala and Kata Kolok: a deaf village and its sign language ................................... 22 2.1 Overview ................................................................................................................ 22 2.2 Bengkala: a deaf village in the north of Bali ......................................................... 22 v 2.2.1 Village life in Bengkala ................................................................................. 25 2.2.2 The Kata Kolok signing community ............................................................. 26 2.2.3 The social construction of deafness in Bengkala .......................................... 28 2.3 Size of the signing community .............................................................................. 33 2.4 Acquisition of Kata Kolok ..................................................................................... 35 2.5 Time depth of Kata Kolok ..................................................................................... 40 2.6 Bilingualism and endangerment of Kata Kolok .................................................... 49 2.7 Previous
Load more

Recommended publications
  • 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
    [Show full text]
  • Anastasia Bauer the Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5
    Anastasia Bauer The Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5 Editors Marie Coppola Onno Crasborn Ulrike Zeshan Editorial board Sam Lutalo-Kiingi Irit Meir Ronice Müller de Quadros Roland Pfau Adam Schembri Gladys Tang Erin Wilkinson Jun Hui Yang De Gruyter Mouton · Ishara Press The Use of Signing Space in a Shared Sign Language of Australia by Anastasia Bauer De Gruyter Mouton · Ishara Press ISBN 978-1-61451-733-7 e-ISBN 978-1-61451-547-0 ISSN 2192-5186 e-ISSN 2192-5194 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. ” 2014 Walter de Gruyter, Inc., Boston/Berlin and Ishara Press, Lancaster, United Kingdom Printing and binding: CPI books GmbH, Leck Țȍ Printed on acid-free paper Printed in Germany www.degruyter.com Acknowledgements This book is the revised and edited version of my doctoral dissertation that I defended at the Faculty of Arts and Humanities of the University of Cologne, Germany in January 2013. It is the result of many experiences I have encoun- tered from dozens of remarkable individuals who I wish to acknowledge. First of all, this study would have been simply impossible without its partici- pants. The data that form the basis of this book I owe entirely to my Yolngu family who taught me with patience and care about this wonderful Yolngu language.
    [Show full text]
  • Aboriginal and Indigenous Languages; a Language Other Than English for All; and Equitable and Widespread Language Services
    DOCUMENT RESUME ED 355 819 FL 021 087 AUTHOR Lo Bianco, Joseph TITLE The National Policy on Languages, December 1987-March 1990. Report to the Minister for Employment, Education and Training. INSTITUTION Australian Advisory Council on Languages and Multicultural Education, Canberra. PUB DATE May 90 NOTE 152p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Advisory Committees; Agency Role; *Educational Policy; English (Second Language); Foreign Countries; *Indigenous Populations; *Language Role; *National Programs; Program Evaluation; Program Implementation; *Public Policy; *Second Languages IDENTIFIERS *Australia ABSTRACT The report proviCes a detailed overview of implementation of the first stage of Australia's National Policy on Languages (NPL), evaluates the effectiveness of NPL programs, presents a case for NPL extension to a second term, and identifies directions and priorities for NPL program activity until the end of 1994-95. It is argued that the NPL is an essential element in the Australian government's commitment to economic growth, social justice, quality of life, and a constructive international role. Four principles frame the policy: English for all residents; support for Aboriginal and indigenous languages; a language other than English for all; and equitable and widespread language services. The report presents background information on development of the NPL, describes component programs, outlines the role of the Australian Advisory Council on Languages and Multicultural Education (AACLAME) in this and other areas of effort, reviews and evaluates NPL programs, and discusses directions and priorities for the future, including recommendations for development in each of the four principle areas. Additional notes on funding and activities of component programs and AACLAME and responses by state and commonwealth agencies with an interest in language policy issues to the report's recommendations are appended.
    [Show full text]
  • Than One Way to Catch a Frog: a Study of Children's
    More than one way to catch a frog: A study of children’s discourse in an Australian contact language Samantha Disbray Submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy. Department of Linguistics and Applied Linguistics University of Melbourne December, 2008 Declaration This is to certify that: a. this thesis comprises only my original work towards the PhD b. due acknowledgement has been made in the text to all material used c. the text is less than 100,000 words, exclusive of tables, figures, maps, examples, appendices and bibliography ____________________________ Samantha Disbray Abstract Children everywhere learn to tell stories. One important aspect of story telling is the way characters are introduced and then moved through the story. Telling a story to a naïve listener places varied demands on a speaker. As the story plot develops, the speaker must set and re-set these parameters for referring to characters, as well as the temporal and spatial parameters of the story. To these cognitive and linguistic tasks is the added social and pragmatic task of monitoring the knowledge and attention states of their listener. The speaker must ensure that the listener can identify the characters, and so must anticipate their listener’s knowledge and on-going mental image of the story. How speakers do this depends on cultural conventions and on the resources of the language(s) they speak. For the child speaker the development narrative competence involves an integration, on-line, of a number of skills, some of which are not fully established until the later childhood years.
    [Show full text]
  • Comparing Sign Language and Gesture: Insights from Pointing
    a journal of Fenlon, Jordan, et al. 2019. Comparing sign language and general linguistics Glossa gesture: Insights from pointing. Glossa: a journal of general linguistics 4(1): 2. 1–26, DOI: https://doi.org/10.5334/gjgl.499 RESEARCH Comparing sign language and gesture: Insights from pointing Jordan Fenlon,1 Kensy Cooperrider,2 Jon Keane,3 Diane Brentari3 and Susan Goldin-Meadow2 1 Languages and Intercultural Studies, Heriot-Watt University, GB 2 Department of Psychology, University of Chicago, US 3 Department of Linguistics, University of Chicago, US Corresponding author: Jordan Fenlon ([email protected]) How do the signs of sign language differ from the gestures that speakers produce when they talk? We address this question by focusing on pointing. Pointing signs play an important role in sign languages, with some types functioning like pronouns in spoken language (e.g., Sandler & Lillo-Martin 2006). Pointing gestures, in contrast, are not usually described in linguistic terms even though they play an important role in everyday communication. Researchers have focused on the similarities between pointing in signers and speakers (e.g., Cormier et al. 2013), but no studies to date have directly compared the two at a fine-grained level. In this paper, we compare the formational features of 574 pointing signs produced by British Sign Language signers (BSL Corpus) and 543 pointing gestures produced by American English speakers (Tavis Smiley Corpus) with respect to three characteristics typically associated with language systems: conventionalization, reduction, and integration. We find that, although pointing signs and point- ing gestures both exhibit regularities of form, pointing signs are more consistent across uses, more reduced, and more integrated into prosodic structure than pointing gestures.
    [Show full text]
  • Preparation Manual American Sign Language (184)
    Preparation Manual American Sign Language (184) Overview and Exam Framework Sample Selected-Response Questions Sample Selected-Response Answers and Rationales Copyright © 2020 by Texas Education Agency (TEA). All rights reserved. P r e p a r a t i o n Ma n u a l Section 3: Overview and Exam Framework American Sign Language (184) Exam Overview Exam Name American Sign Language Exam Code 184 Time 5 hours Number of Questions 80 selected-response questions Format Computer-administered test (CAT) The TExES American Sign Language (184) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 80 selected- response questions are based on the American Sign Language exam framework. Questions on this exam range from grades EC–12. The exam may contain questions that do not count toward the score. Your final scaled score will be based only on scored questions. The Standards The ASL teacher demonstrates knowledge of general language acquisition, Standard I communication processes, historical and current research on American Sign Language and signed languages used by Deaf communities in other countries. The ASL teacher demonstrates knowledge of language as a vehicle of culture Standard II and knowledge of theories of second language learning. The ASL teacher demonstrates knowledge of effective methodologies for Standard III teaching American Sign Language, its history and its evolution to modern usage. The ASL teacher demonstrates knowledge of the grammatical features of Standard IV American Sign Language and knowledge of comparative and contrastive attributes of American Sign Language and English.
    [Show full text]
  • Endangered by Desire T.G.H. Strehlow and The
    ENDANGERED BY DESIRE T.G.H. STREHLOW AND THE INEXPLICABLE VAGARIES OF PRIVATE PASSION By S. j. Hersey THESIS Presented as a thesis for the fulfilment of the degree of Doctorate of Philosophy (Ph.D.) School of Communication Arts, the University of Western Sydney, Werrington Campus. 2006 The author declares that the research reported in this thesis has not been submitted for a higher degree at any other university or institution. Information acquired from the published or unpublished work of others has been acknowledged in the text and a list of references is provided. Shane jeffereys Hersey ………………………………………………………………………… University of Western Sydney Abstract ENDANGERED BY DESIRE T.G.H. STREHLOW AND THE INEXPLICABLE VAGARIES OF PRIVATE PASSION By Shane Hersey Supervisor: Associate Professor Hart Cohen Co-supervisor Dr Maria Angel School of Communication Arts This thesis is about the depth of colonisation through translation. I develop an analytic framework that explores colonisation and translation using the trope of romantic love and an experimental textual construction incorporating translation and historical reconstruction. Utilising both the first and the final drafts of “Chapter X, Songs of Human Beauty and Love-charms” in Songs of Central Australia, by T. Strehlow, I show how that text, written over thirty years and comprised of nine drafts, can be described as a translation mediated by the colonising syntax and grammar. My interest lies in developing a novel textual technique to attempt to illustrate this problem so as to allow an insight into the perspective of a colonised person. This has involved a re-examination of translation as something other than a transtemporal structure predicated on direct equivalence, understanding it instead as something that fictionalises and reinvents the language that it purports to represent.
    [Show full text]
  • Children Who Are Deaf Deserve Researched Based Education Cheryl Ann Hermann University of Missouri-St
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 5-4-2016 Children Who are Deaf Deserve Researched Based Education Cheryl Ann Hermann University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Hermann, Cheryl Ann, "Children Who are Deaf Deserve Researched Based Education" (2016). Dissertations. 119. https://irl.umsl.edu/dissertation/119 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running Head: CHILDREN WHO ARE DEAF DESERVE RESEARCH BASED EDUCATION Children Who are Deaf Deserve Researched Based Education Cheryl Ann Hermann Ed.S. in Educational Administration, University of Missouri-St. Louis, December, 2014 M.Ed. in Educational Administration, University of Missouri–St. Louis, August, 2012 Associate in Applied Science: Deaf Communication/Interpreter - St. Louis Community College, August 2006 B.A. in Deaf Education, Fontbonne University - St. Louis, May, 1979 A Dissertation in Practice Proposal Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Educational Practice May, 2016 Doctoral Committee Kathleen Sullivan-Brown, Ph.D. Chairperson Carole G. Basile, Ed.D. Co-Chair Gerard Buckley, Ed.D James Shuls, Ph.D. Copyright, Cheryl Ann Hermann - May, 2016 CHILDREN WHO ARE DEAF DESERVE RESEARCH BASED EDUCATION Page 2 Table of Contents Page I. Dedication 4 II.
    [Show full text]
  • Chapter 2 Sign Language Types
    Chapter 2 Sign language types This chapter defines four different sign language types, based on the infor- mation available in the respective sources. Before introducing the types of sign languages, I first report on the diachronic developments in the field of typological sign language research that gave rise to the distinction of the various sign language types. Sign language research started about five decades ago in the United States of America mainly due to the pioneering work of Stokoe (2005 [1960]), Klima and Bellugi (1979), and Poizner, Klima and Bellugi (1987) on American Sign Language (ASL). Gradually linguists in other countries, mainly in Europe, became interested in sign language research and started analyzing European sign languages e.g. British Sign Language (BSL), Swedish Sign Language (SSL), Sign Language of the Netherlands (NGT) and German Sign Language (DGS). Most of the in-depth linguistic descrip- tions have been based on Western sign languages. Therefore, it has long been assumed that some fundamental levels of linguistic structure, such as spatial morphology and syntax, operate identically in all sign languages. Recent studies, however, have discovered some important variations in spatial organization in some previously unknown sign languages (Washabaugh, 1986; Nyst, 2007; Marsaja, 2008; Padden, Meir, Aronoff, & Sandler, 2010). In the context of growing interest in non-Western sign languages towards the end of the 1990s and more recently, there have been efforts towards developing a typology of sign languages (Zeshan, 2004ab, 2008, 2011b; Schuit, Baker, & Pfau, 2011). Although it has been repeatedly emphasized in the literature that the sign language research still has too little data on sign languages other than those of national deaf communities, based in Western or Asian cultures (Zeshan, 2008).
    [Show full text]
  • A Grammar of Jingulu, an Aboriginal Language of the Northern Territory
    A grammar of Jingulu, an Aboriginal language of the Northern Territory Pensalfini, R. A grammar of Jingulu, an Aboriginal language of the Northern Territory. PL-536, xix + 262 pages. Pacific Linguistics, The Australian National University, 2003. DOI:10.15144/PL-536.cover ©2003 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative. Also in Pacific Linguistics John Bowden, 2001, Taba: description of a South Halmahera Austronesian language. Mark Harvey, 2001, A grammar of Limilngan: a language of the Mary River Region, Northern Territory, Allstralia. Margaret Mutu with Ben Telkitutoua, 2002, Ua Pou: aspects of a Marquesan dialect. Elisabeth Patz, 2002, A grammar of the Kukll Yalanji language of north Queensland. Angela Terrill, 2002, Dharumbal: the language of Rockhampton, Australia. Catharina Williams-van Klinken, John Hajek and Rachel Nordlinger, 2002, Tetlin Dili: a grammar of an East Timorese language. Pacific Linguistics is a publisher specialising in grammars and linguistic descriptions, dictionaries and other materials on languages of the Pacific, the Philippines, Indonesia, East Timor, southeast and south Asia, and Australia. Pacific Linguistics, established in 1963 through an initial grant from the Hunter Douglas Fund, is associated with the Research School of Pacific and Asian Shldies at the Australian National University. The Editorial Board of Pacific Linguistics is made up of the academic staff of the school's Department of Linguistics. The authors and editors of Pacific Linguistics publications are drawn from a wide range of institutions around the world. Publications are refereed by scholars with relevant expertise, who are usually not members of the editorial board.
    [Show full text]
  • The Size of Signing Space
    Chapter 7 The size of signing space Research on a broad range of DCSLs suggests, that the signs are articulated on or in front of the body, in the area between the waist and the head. This area is called “signing space” (Klima & Bellugi, 1979, p. 51) and is typically extended vertically from the waist to the space above the signer’s head and transversely from elbow to elbow when both arms are kept loosely bent as depicted in Figure 50. Figure 50. Signing space in DCSLs Shared sign languages, on the other hand, are known to extend beyond signing space described above and use a much larger signing space (Nyst, 2012). The signing space in sign languages such as Enga Sign Language, Urubú Kaapor Sign Language, Konchri Sain, Adamorobe Sign Language and Kata Kolok may extend to the whole body of the signer88 (Kendon, 1980; Ferreira- Brito, 1984; Dolman, 1986; Nyst, 2007; Marsaja, 2008; De Vos, 2012). In AdaSL there are signs which are articulated on the foot (insult), the thigh (summon, trousers) and at the back (younger-sibling) (Nyst, 2007). In KK, signs may also be performed below the waist or behind the body. The sign injection is, for example, articulated on the buttocks, and the sign offspring on the crotch (Marsaja, 2008). This is not the case in any reported DCSL, in which the body parts that are lower than the waist do not normally function as locations for signs. YSL patterns with other documented shared sign languages in the size of the signing space and a proliferation of locations.
    [Show full text]
  • Proyecto Fin De Grado
    ESCUELA TÉCNICA SUPERIOR DE INGENIERÍA Y SISTEMAS DE TELECOMUNICACIÓN PROYECTO FIN DE GRADO TÍTULO: Development of a System for Recognizing Finger-Spelling Sequences AUTOR: Álvaro Guijarro Casado TITULACIÓN: Grado en Ingeniería de Imagen y Sonido TUTOR: Filip Csóka UNIVERSIDAD: Slovak University of Technology in Bratislava (STUBA) CENTRO: Faculty of Electrical Engineering & Information Technology (FEI) PAÍS: Eslovaquia Fecha de lectura: Calificación: El Coordinador de Movilidad, ACKNOWLEGMENT The biggest thank you is to my parents and my brother, who have taught me that nothing in life has a reward without work. I will thank them forever your support every day, I know it has been hard but it has been worth it. Many thanks to all the people who have gone through my life in the UPM, there is always someone who can teach you something new that you do not know. I would like to be grateful to everyone involved in my last university adventure, specially to my Erasmus friends and my supervisor Ing. Filip Csóka who gave me the opportunity to finish my studies with your proposal and always kept his office open for my doubts. Thank you so much to the rest of my special friends in Spain. It is not necessary to name anyone, you know who you are. I must to finish this chapter of my life with a sentence that a teacher told me and I will never forget: “Constancy and decision get everything” Álvaro. SLOVAK UNIVERSITY OF TECHNOLOGY IN BRATISLAVA Faculty of Electrical Engineering and Information Technology Reg. No.: FEI-9637-84802 Recognizing finger-spelling sequences Bachelor thesis Study programme: Telecommunications Study field: 5.2.15.
    [Show full text]