The Black Drum Deaf Culture Centre Adam Pottle
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Sign Language Endangerment and Linguistic Diversity Ben Braithwaite
RESEARCH REPORT Sign language endangerment and linguistic diversity Ben Braithwaite University of the West Indies at St. Augustine It has become increasingly clear that current threats to global linguistic diversity are not re - stricted to the loss of spoken languages. Signed languages are vulnerable to familiar patterns of language shift and the global spread of a few influential languages. But the ecologies of signed languages are also affected by genetics, social attitudes toward deafness, educational and public health policies, and a widespread modality chauvinism that views spoken languages as inherently superior or more desirable. This research report reviews what is known about sign language vi - tality and endangerment globally, and considers the responses from communities, governments, and linguists. It is striking how little attention has been paid to sign language vitality, endangerment, and re - vitalization, even as research on signed languages has occupied an increasingly prominent posi - tion in linguistic theory. It is time for linguists from a broader range of backgrounds to consider the causes, consequences, and appropriate responses to current threats to sign language diversity. In doing so, we must articulate more clearly the value of this diversity to the field of linguistics and the responsibilities the field has toward preserving it.* Keywords : language endangerment, language vitality, language documentation, signed languages 1. Introduction. Concerns about sign language endangerment are not new. Almost immediately after the invention of film, the US National Association of the Deaf began producing films to capture American Sign Language (ASL), motivated by a fear within the deaf community that their language was endangered (Schuchman 2004). -
The 5 Parameters of ASL Before You Begin Sign Language Partner Activities, You Need to Learn the 5 Parameters of ASL
The 5 Parameters of ASL Before you begin Sign Language Partner activities, you need to learn the 5 Parameters of ASL. You will use these parameters to describe new vocabulary words you will learn with your partner while completing Language Partner activities. Read and learn about the 5 Parameters below. DEFINITION In American Sign Language (ASL), we use the 5 Parameters of ASL to describe how a sign behaves within the signer’s space. The parameters are handshape, palm orientation, movement, location, and expression/non-manual signals. All five parameters must be performed correctly to sign the word accurately. Go to https://www.youtube.com/watch?v=FrkGrIiAoNE for a signed definition of the 5 Parameters of ASL. Don’t forget to turn the captions on if you are a beginning ASL student. Note: The signer’s space spans the width of your elbows when your hands are on your hips to the length four inches above your head to four inches below your belly button. Imagine a rectangle drawn around the top half of your body. TYPES OF HANDSHAPES Handshapes consist of the manual alphabet and other variations of handshapes. Refer to the picture below. TYPES OF ORIENTATIONS Orientation refers to which direction your palm is facing for a particular sign. The different directions are listed below. 1. Palm facing out 2. Palm facing in 3. Palm is horizontal 4. Palm faces left/right 5. Palm toward palm 6. Palm up/down TYPES OF MOVEMENT A sign can display different kinds of movement that are named below. 1. In a circle 2. -
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. -
Internalizing Borderlands: the Performance of Borderlands Identity
Internalizing Borderlands: the Performance of Borderlands Identity by Megan De Roover A Thesis presented to The University of Guelph In partial fulfilment of requirements for the degree of Master of Arts in English Guelph, Ontario, Canada © Megan De Roover, December, 2012 ABSTRACT Internalizing Borderlands: the Performance of Borderlands Identity Megan De Roover Advisor: University of Guelph, 2012 Professor Martha Nandorfy In order to establish a working understanding of borders, the critical conversation must be conscious of how the border is being used politically, theoretically, and socially. This thesis focuses on the border as forcibly ensuring the performance of identity as individuals, within the context of borderlands, become embodiments of the border, and their performance of identity is created by the influence of external borders that become internalized. The internalized border can be read both as infection, a problematic divide needing to be removed, as well as an opportunity for bridging, crossing that divide. I bring together Charles Bowden (Blue Desert), Monique Mojica (Princess Pocahontas and the Blue Spots), Leslie Marmon Silko (Ceremony, Almanac of the Dead), and Guillermo Verdecchia (Fronteras Americanas) in order to develop a comprehensive analysis of the border and border identity development. In these texts, individuals are forced to negotiate their sense of self according to pre-existing cultural and social expectations on either side of the border, performing identity according to how they want to be socially perceived. The result can often be read as a fragmentation of identity, a discrepancy between how the individual feels and how they are read. I examine how identity performance occurs within the context of the border, brought on by violence and exemplified through the division between the spirit world and the material world, the manipulation of costuming and uniforms, and the body. -
My Five Senses Unit Two: Table of Contents
Unit Two: My Five Senses Unit Two: Table of Contents My Five Senses I. Unit Snapshot ................................................................................................2 II. Introduction .................................................................................................. 4 Interdisciplinary Unit of Study III. Unit Framework ............................................................................................ 6 NYC DOE IV. Ideas for Learning Centers ............................................................................10 V. Foundational and Supporting Texts ............................................................. 27 VI. Inquiry and Critical Thinking Questions for Foundational Texts ...................29 VII. Sample Weekly Plan ..................................................................................... 32 VIII. Student Work Sample .................................................................................. 37 IX. Family Engagement .....................................................................................39 X. Supporting Resources ................................................................................. 40 XI. Foundational Learning Experiences: Lesson Plans .......................................42 XII. Appendices ...................................................................................................59 The enclosed curriculum units may be used for educational, non- profit purposes only. If you are not a Pre-K for All provider, send an email to [email protected] -
Guillermo Verdecchia Theatre Artist / Teacher 46 Carus Ave
Guillermo Verdecchia Theatre Artist / Teacher 46 Carus Ave. Toronto, ON M6G 2A4 (416) 516 9574 [email protected] [email protected] Education M.A University of Guelph, School of English and Theatre Studies, August 2005 Thesis: Staging Memory, Constructing Canadian Latinidad (Supervisor: Ric Knowles) Recipient Governor-General's Gold Medal for Academic Achievement Ryerson Theatre School Acting Program 1980-82 Languages English, Spanish, French Theatre (selected) DIRECTING Two Birds, One Stone 2017 by Rimah Jabr and Natasha Greenblatt. Theatre Centre, Riser Project, Toronto The Thirst of Hearts 2015 by Thomas McKechnie Soulpepper, Theatre, Toronto The Art of Building a Bunker 2013 -15 by Adam Lazarus and Guillermo Verdecchia Summerworks Theatre Festival, Factory Theatre, Revolver Fest (Vancouver) Once Five Years Pass by Federico Garcia Lorca. National Theatre School. Montreal 2012 Ali and Ali: The Deportation Hearings 2010 by Marcus Youssef, Guillermo Verdecchia, and Camyar Chai Vancouver East Cultural Centre, Factory Theatre Toronto Guillermo Verdecchia 2 A Taste of Empire 2010 by Jovanni Sy, Cahoots Theatre Rice Boy 2009 by Sunil Kuruvilla, Stratford Festival, Stratford. The Five Vengeances 2006 by Jovanni Sy, Humber College, Toronto. The Caucasian Chalk Circle 2006 by Bertolt Brecht, Ryerson Theatre School, Toronto. Romeo and Juliet 2004 by William Shakespeare, Lorraine Kimsa Theatre for Young People, Toronto. The Adventures of Ali & Ali and the aXes of Evil 2003-07 by Youssef, Verdecchia, and Chai. Vancouver, Toronto, Montreal, Edmonton, Victoria, Seattle. Cahoots Theatre Projects 1999 – 2004 ARTISTIC DIRECTOR. Responsible for artistic planning and activities for company dedicated to development and production of new plays representative of Canada's cultural diversity. -
Senate Tuesday, June 21,2005 18:30 Room 1714 Lifetime Learning Centre OVC
University of Guelph Senate Tuesday, June 21,2005 18:30 Room 1714 Lifetime Learning Centre OVC AGENDA APPROVAL OF AGENDA REMARKS FROM THE CHAIR READING AND DISPOSING OF MINUTES OF THE SENATE MEETING OF May 17,2005. IV BUSINESS ARISING FROM THE MINUTES v READING OF ENQUIRIES AND COMMUNICATIONS VI QUESTION PERIOD VII CAUCUS REPORT VIII REPORTS OF STANDING BOARDS AND COMMITTEES 1. EXECUTIVE COMMITTEE page 11 For Information: Graduation Statistics BYLAWS & MEMBERSHIP COMMITTEE page 15 For Action: Awards Committee Bylaw Amendment BOARD OF UNDERGRADUATE STUDIES page 21 For Action: (a) Bachelor of Bio-Resource Management - Proposal for a Major in Environmental Management (b) Bachelor of Arts - Economics - Deletion of Applied Economics Major (c) Bachelor of Science in Engineering - Changes to Admission Requirements (d) Bachelor of Applied Science, University of Guelph-Humber - Changes to Admission Requirements (e) Academic Schedule of Dates, 2006-2007 For Information: (0 Course, Additions, Deletions and Changes (g) Editorial Calendar Amendments (i) Grade Reassessment (ii) Readmission - Credit for Courses Taken During Rustication 4. BOARD OF GRADUATE STUDIES page 9 1 For Action: (a) Proposal for a Master of Fine Art in Creative Writing (b) Proposal for a Master of Arts in French Studies For Information: (c) Graduate Faculty Appointments (d) Course Additions, Deletions and Changes 5. COMMITTEE ON AWARDS page 177 For Information: (a) Awards Approved June 2004 - May 2005 (b) Winegard, Forster and Governor General Medal Winners 6. COMMITTEE ON UNIVERSITY PLANNING page 181 For Action: Change of Name for Department of Human Biology and Nutritional Science IX COU RE,PORT X OTHER BUSINESS XI ADJOURNMENT Please note: The Senate Executive will meet at 18:15 in Room 1713 Lifetime Learning Centre OVC just prior to Senate 1r;ne Birrell, Secretary of Senate University of Guelph Senate Tuesday, June 21": 2005 REPORT FROM THE SENATE EXECUTIVE COMMITTEE Chair: Al Sullivan <[email protected]~ For Information: Graduation Statistics - June 2005 Membership: A. -
Guideline for Working with Students Who Are Deaf and Hard of Hearing
Guidelines for Working with Students Who Are Deaf and Hard of Hearing in Virginia Public Schools The Virginia Department of Education Department of Special Education and Student Services with The Partnership for People with Disabilities Virginia Commonwealth University Revised September 2019 Copyright © 2019 This document can be reproduced and distributed for educational purposes. No commercial use of this document is permitted. Contact the Virginia Department of Education, Department of Special Education and Student Services prior to adapting or modifying this document for non-commercial purposes. This document can be found at the Virginia Department of Education (VDOE) website. Type the title in the “Search” box. The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, age political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities. TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................................ ii ACKNOWLEDGMENTS .......................................................................................................... vi KEY TO ACRONYMS USED IN THIS DOCUMENT ......................................................... viii INTRODUCTION ....................................................................................................................... 1 Law and Regulations .............................................................................................................. -
BILINGUAL ENGLISH and AUSLAN DEVELOPMENT SCALE Name Of
BILINGUAL ENGLISH AND AUSLAN DEVELOPMENT SCALE Name of child:_______________________________________ E: Emerging C: Consolidated Age English E C Auslan E C Pragmatic Language Skills E C 0;0- Pre-intentional Pre-intentional 0;3 . responds to familiar . coos . manual movements touch, voices, faces . vocal play . moves arms/legs to communicate . smiles . cries, smiles, to express needs . cries, smiles, to express needs . quietens and looks intently . turns towards the speaker . turns towards signer at familiar voices/faces 0;3- Intentional Intentional . smiles, takes turns, attends 0;6 to faces . vocalizes to stimuli . starts to copy signs, gestures . laughs to express pleasure . says 'm'; makes mouth movements . uses facial expressions to when talked to communicate . cries at angry voices and faces . syllable-like vocal play, with long . manual movements show vowels emergence of rhythm . maintains eye contact . uses voice to make contact with . uses gestures to attract and . puts arms up to be lifted people and to keep their attention maintain attention, request, refuse, reject . copies facial expressions; . starts to respond to name reaches towards objects © Levesque 2008 Age English E C Auslan E C Pragmatic Language Skills E C 0;6- . canonical (‘reduplicated’) babbling, . manually babbles, using rhythmic . likes attention 0;9 eg. ‘baba’, ‘gaga’ hand movements, eg. repeated opening & closing, tapping . plays Peek-a-boo . vocalizes for attention . uses hand movements for attention . points to request . uses voice to join in with familiar . uses gestures to join in with rhyme/game familiar rhyme/game . uses two gestures or gesture and vocalization . recognizes and responds to own . responds to visual and tactile to: attract attention, ask name attention-gaining strategies for things, refuse . -
FRIENDS and the MUNICIPAL ELECTION - YOUR Involvement Counts
September/October 2014 Volume 6, Issue 2 Mr. Dewey and Friends Newsletter of the Friends of the Guelph Public Library FRIENDS and the MUNICIPAL ELECTION - YOUR Involvement Counts The municipal election will take place on Monday, October 27, 2014. The deadline for declaring intent to stand for election has now passed, and the names of all candidates for Mayor and Council are a matter of public record. As a registered charity, the Friends of the Guelph Public Library cannot support any particular candidate for any office. The role of the group and its members and supporters is always to support and advocate for the Library in every possible way, not only concerning library buildings, but also concerning financial support to maintain our excellent information collection, excellent staff and excellent services. In the context of an election the role of the Friends is to work tirelessly to ensure that voters have full and accurate information about the Library when they examine candidates’ platforms and make their voting choices. It is important that voters select candidates with vision and a broad understanding of the ram- ifications of their platforms. Your role as a supporter of the Library is to inform yourself and be prepared to question candidates and supply accurate information when you encounter misin- formation or uninformed voters between now and election day. Go to all-candidates meetings and ask questions about the Library’s future. For more about library-related issues, there is a wealth of information at Kitty Pope’s blog on the Library website: http://kittysonapositivenote.wordpress.com/. -
Primary Movement in Sign Languages: a Study of Six Languages
Swarthmore College Works Linguistics Faculty Works Linguistics 2011 Primary Movement In Sign Languages: A Study Of Six Languages Donna Jo Napoli Swarthmore College, [email protected] M. Mai N. Gaw Follow this and additional works at: https://works.swarthmore.edu/fac-linguistics Let us know how access to these works benefits ouy Recommended Citation Donna Jo Napoli, M. Mai, and N. Gaw. (2011). "Primary Movement In Sign Languages: A Study Of Six Languages". Primary Movement In Sign Languages: A Study Of Six Languages. https://works.swarthmore.edu/fac-linguistics/52 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in Linguistics Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. 1 Introduction The past fifty years have witnessed a flowering of research on sign languages, largely on their phonology and morphology but in more recent years increasingly on their syntax and semantics. The first decade of this century also experienced rich comparative work across sign languages. For example, the Sign Language Typology Research Group at the University of Central Lancashire in Preston, United Kingdom, often in cooperation with the Max Planck Institute for Psycholinguistics in Leipzig, Germany, has been and is presently instrumental in multiple projects. These projects range from cataloging and describing endangered and little known sign languages in a browsable corpus to studies of specific topics, such as negative and interrogative constructions, possessive and existen- tial constructions, numeral incorporation, and agreement systems. The Sign Language Typology Research Group has also organized international workshops in which researchers of sign typology can get together and discuss their results. -
Through Deaf Eyes Weta and Florentine Films/Hott Productions, Inc
THROUGH DEAF EYES WETA AND FLORENTINE FILMS/HOTT PRODUCTIONS, INC. JANUARY 10, 2007 THIS SCRIPT INCORPORATES THE CORRECTED NARRATION. ###MARKS THE BEGINNING AND ENDING OF OPEN CAPTION SECTIONS. THESE SECTIONS DO NOT REQUIRE CLOSED CAPTIONS. Words Appear: “The following program is available in high-definition TV.” Now, Actor and Director CJ Jones signs as he speaks. CJ JONES: I was driving down on the freeway, oh it was a beautiful day. All the birds were flying and all the birds were singing and all the birds dropping, hey you, quack quack quack, I got you. He swerves and shows a bird hitting his face, then falling. All of a sudden I look through the rear view mirror, the guy behind me was so angry, honk, honk, honk. “Hey you, what are you deaf, huh?” Well that makes me angry, of course I’m deaf and proud. So I step on the gas. Oh, by the way I have a Mercedes 500 ACL. I’m rich and deaf, thank you very much. Finally I caught up with that car. Automatic window. It rolls down. Hey you, what are you hearing, huh? I. King Jordan, former president, Gallaudet University, signs as he speaks. I. KING JORDAN: When you talk to people who can hear and you ask them what do you think it would be like to be a deaf person? Then all of their thinking is well, I couldn’t do this. Can’t, can’t, can’t, can’t, can’t. They would start listing all the things they can’t do.