DEAF INTERPRETING in EUROPE Exploring Best Practice in the Field
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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 -
Learning/Teaching Philosophy in Sign Language As a Cultural Issue
DOI: 10.15503/jecs20131-9-19 Journal of Education Culture and Society No. 1_2013 9 Learning/teaching philosophy in sign language as a cultural issue Maria de Fátima Sá Correia [email protected] Orquídea Coelho [email protected] António Magalhães [email protected] Andrea Benvenuto [email protected] Abstract This paper is about the process of learning/teaching philosophy in a class of deaf stu- dents. It starts with a presentation of Portuguese Sign Language that, as with other sign lan- guages, is recognized as a language on equal terms with vocal languages. However, in spite of the recognition of that identity, sign languages have specifi city related to the quadrimodal way of their production, and iconicity is an exclusive quality. Next, it will be argued that according to linguistic relativism - even in its weak version - language is a mould of thought. The idea of Philosophy is then discussed as an area of knowledge in which the author and the language of its production are always present. Finally, it is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming diffi culties with the spoken language. Key words: Bilingual education, Deaf culture, Learning-teaching Philosophy, Portuguese Sign Language. According to Portuguese law (Decreto-Lei 3/2008 de 7 de Janeiro de 2008 e Law 21 de 12 de Maio de 2008), in the “escolas de referência para a educação bilingue de alunos surdos” (EREBAS) (reference schools for bilingual education of deaf stu- dents) deaf students have to attend classes in Portuguese Sign Language. -
Critical Inquiry in Language Studies New Directions in ASL-English
This article was downloaded by: [Gallaudet University], [Adam Stone] On: 26 August 2014, At: 09:23 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Critical Inquiry in Language Studies Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/hcil20 New Directions in ASL-English Bilingual Ebooks Adam Stonea a Gallaudet University Published online: 22 Aug 2014. To cite this article: Adam Stone (2014) New Directions in ASL-English Bilingual Ebooks, Critical Inquiry in Language Studies, 11:3, 186-206, DOI: 10.1080/15427587.2014.936242 To link to this article: http://dx.doi.org/10.1080/15427587.2014.936242 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. -
2020 NCLEX-PN Test Plan;
Effective April 2020 NCLEX-PN® Examination Test Plan for the National Council Licensure Examination for Practical Nurses Mission Statement NCSBN® empowers and supports nursing regulators in their mandate to protect the public. (Mission Statement Adopted by Delegate Assembly 2019) Purpose and Functions The purpose of NCSBN is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing. The major functions of NCSBN include developing the NCLEX-RN® and NCLEX-PN® Examinations, performing policy analysis and promoting uniformity in relationship to the regulation of nursing practice, disseminating data related to NCSBN’s purpose and serving as a forum for information exchange for NCSBN members. Copyright© 2019 National Council of State Boards of Nursing, Inc. (NCSBN) All rights reserved. NCSBN®, NCLEX®, NCLEX-RN® and NCLEX-PN®, TERCAP®, Nursys®, NNAAP® and MACE® are registered trademarks of NCSBN and this document may not be used, reproduced or disseminated to any third party without written permission from NCSBN. Permission is granted to boards of nursing to use or reproduce all or parts of this document for licensure related purposes only. Nonprofit education programs have permission to use or reproduce all or parts of this document for educational purposes only. Use or reproduction of this document for commercial or for-profit use is strictly prohibited. Any authorized reproduction of this document shall display the notice: “Copyright by the National Council of State Boards of Nursing, Inc. All rights reserved.” Or, if a portion of the document is reproduced or incorporated in other materials, such written materials shall include the following credit: “Portions copyright by the National Council of State Boards of Nursing, Inc. -
Negation in Kata Kolok Grammaticalization Throughout Three Generations of Signers
UNIVERSITEIT VAN AMSTERDAM Graduate School for Humanities Negation in Kata Kolok Grammaticalization throughout three generations of signers Master’s Thesis Hannah Lutzenberger Student number: 10852875 Supervised by: Dr. Roland Pfau Dr. Vadim Kimmelman Dr. Connie de Vos Amsterdam 2017 Abstract (250 words) Although all natural languages have ways of expressing negation, the linguistic realization is subject to typological variation (Dahl 2010; Payne 1985). Signed languages combine manual signs and non-manual elements. This leads to an intriguing dichotomy: While non-manual marker(s) alone are sufficient for negating a proposition in some signed languages (non- manual dominant system), the use of a negative manual sign is required in others (manual dominant system) (Zeshan 2004, 2006). Kata Kolok (KK), a young signing variety used in a Balinese village with a high incidence of congenital deafness (de Vos 2012; Winata et al. 1995), had previously been classified as an extreme example of the latter type: the manual sign NEG functions as the main negator and a negative headshake remains largely unused (Marsaja 2008). Adopting a corpus-based approach, the present study reevaluates this claim. The analysis of intergenerational data of six deaf native KK signers from the KK Corpus (de Vos 2016) reveals that the classification of KK negation is not as straightforward as formerly suggested. Although KK signers make extensive use of NEG, a negative headshake is widespread as well. Furthermore, signers from different generations show disparate tendencies in the use of specific markers. Specifically, the involvement of the manual negator slightly increases over time, and the headshake begins to spread within the youngest generation of signers. -
The Role of Technology to Teaching and Learning Sign Languages: a Systematic Mapping
The Role of Technology to Teaching and Learning Sign Languages: A Systematic Mapping Venilton FalvoJr Lilian Passos Scatalon Ellen Francine Barbosa University of Sao˜ Paulo (ICMC-USP) University of Sao˜ Paulo (ICMC-USP) University of Sao˜ Paulo (ICMC-USP) Sao˜ Carlos-SP, Brazil Sao˜ Carlos-SP, Brazil Sao˜ Carlos-SP, Brazil [email protected] [email protected] [email protected] Abstract—Context: The teaching and learning process has Thus, for the development of effective educational environ- become essential for the evolution of the society as a whole. ments, it is essential that intrinsic user characteristics are con- However, there are still major challenges for achieving the global sidered, such as their physical limitations. In this sense, deaf goals of education, especially if we consider the portion of the population with some type of physical disability. In this and hard of hearing (D/HH) people face struggles in education context, according to World Federation of the Deaf (WFD), deaf due to inappropriate learning environments, especially when children face many difficulties in education due to inappropriate there is a lack of support for sign languages [3]. learning environments. Also, this problem is compounded by the Sign languages are fully fledged natural languages, struc- lack of consistency worldwide in the provision of sign language turally distinct from the spoken languages. There is also an interpreting and translation. Motivation: However, the advent of technology is having a significant impact on the way that international sign language, which is used by deaf people sign language interpreters and translators work. In this sense, in international meetings and informally when travelling and the union between Information and Communication Technologies socializing. -
Portuguese Sign Language [Psr] (A Language of Portugal)
“Portuguese Sign Language [psr] (A language of Portugal) • Alternate Names: LGP, Lingua Gestual Portuguesa • Population: 52,000 (2014 IMB). 60,000 sign language users (2014 EUD). 150,000 deaf (2010 Federação Portuguesa das Associações de Surdos). • Location: Scattered, including Azores and Madeira islands. • Language Status: 5 (Developing). • Dialects: Lisbon, Oporto. Historical influence from Swedish Sign Language [swl]. Older signers attended separate schools for boys and girls in Lisbon and Oporto, resulting in some variation by gender and region. (Van Cleve 1986) These differences have largely disappeared in younger signers. No apparent relationship to Spanish sign language, based on a lexical comparison of non-iconic signs. (Eberle and Eberle 2012). • Typology: One-handed fingerspelling. • Language Use: While Portuguese Sign Language is the primary language of communication for most deaf people, widely varying degrees of bilingualism (spoken and written) in Portuguese [por] are common. Written Portuguese is valued for access to mainstream society and employment. • Language Development: Videos. Dictionary. Grammar. • Other Comments: Fingerspelling system shows many differences from other European countries. 100 working sign language interpreters (2014 EUD). Taught as L2 at the university level. Christian (Roman Catholic).” Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.) 2015. Ethnologue: Languages of the World, Eighteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com. Related Readings Carmo, Patrícia do, Alexandre Castro-Caldas, Ronice Müller de Quadros, Joana Castelo Branco, and Ana Mineiro 2013 Handshape is the Hardest Path in Portuguese Sign Language Acquisition: Towards a Universal Modality Constraint. Sign Language & Linguistics 16(1): 75. Santos, Cátia, and António Luís Carvalho 2012 The Core Competencies of the Portuguese Supervisor's Sign Language Interpreters’ Students. -
Arxiv:2012.11981V1 [Cs.HC] 22 Dec 2020 That Deaf People Can Use in Order to Communicate in a Sign Language [6]
Speak with signs: Active learning platform for Greek Sign Language, English Sign Language, and their translation Maria Papatsimouli1, Lazaros Lazaridis1, Konstantinos-Filippos Kollias1, Ioannis Skordas1, and George F. Fragulis1;∗ 1Laboratory of Robotics, Embedded and Integrated Systems, Dept. of Electrical and Computer Engineering, University of Western Macedonia, Hellas Abstract. Sign Language is used to facilitate the communication between Deaf and non-Deaf people. It uses signs-words with basic structural elements such as handshape, parts of face, body or space, and the orientation of the fingers-palm. Sign Languages vary from people to people and from country to country and evolve as spoken languages. In the current study, an application which aims at Greek Sign Language and English Sign Language learning by hard of hearing people and talking people, has been developed. The application includes grouped signs in alphabetical order. The user can find Greek Sign Language signs, English sign language signs and translate from Greek sign language to English sign language. The written word of each sign, and the corresponding meaning are displayed. In addition, the sound is activated in order to enable users with partial hearing loss to hear the pronunciation of each word. The user is also provided with various tasks in order to enable an interaction of the knowledge acquired by the user. This interaction is offered mainly by multiple- choice tasks, incorporating text or video. The current application is not a simple sign language dictionary as it provides the interactive participation of users. It is a platform for Greek and English sign language active learning. Keywords: Deaf, Sign Language, Greek Sign Lan- 1.1 Deaf and Sign Languages guage, English Sign Language, Learning, Interaction, Ac- tive Learning, Open Source software. -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
Verb Agreement in Brazilian Sign Language: Morphophonology, Syntax & Semantics
Guilherme Lourenço Verb agreement in Brazilian Sign Language: Morphophonology, Syntax & Semantics Belo Horizonte Universidade Federal de Minas Gerais 2018 Guilherme Lourenço Verb agreement in Brazilian Sign Language: Morphophonology, Syntax & Semantics Doctoral dissertation submitted to the Post- Graduate Program in Linguistic Studies (Poslin) at the Federal University of Minas Gerais, as a requisite to obtain the title of Doctor in Linguistics. Area: Theoretical and Descriptive Linguistics Research line: Studies on Formal Syntax Adviser: Dr. Fábio Bonfim Duarte Co-adviser: Dr. Ronnie B. Wilbur Belo Horizonte Universidade Federal de Minas Gerais 2018 Ficha catalográfica elaborada pelos Bibliotecários da Biblioteca FALE/UFMG Lourenço, Guilherme. L892v Verb agreement in Brazilian Sign Language [manuscrito] : Morphophonology, Syntax & Semantics / Guilherme Lourenço. – 2018. 320 f., enc. Orientador: Fábio Bonfim Duarte. Coorientador: Ronnie B. Wilbur Área de concentração: Linguística Teórica e Descritiva. Linha de Pesquisa: Estudos em Sintaxe Formal. Tese (doutorado) – Universidade Federal de Minas Gerais, Faculdade de Letras. Bibliografia: f. 266-286. Apêndices: f. 287-320. 1. Língua brasileira de sinais – Sintaxe – Teses. 2. Língua brasileira de sinais – Concordância – Teses. 3. Língua brasileira de sinais – Gramática – Teses. 4. Língua brasileira de sinais – Verbos – Teses. I. Duarte, Fábio Bonfim. II. Wilbur, Ronnie B. III. Universidade Federal de Minas Gerais. Faculdade de Letras. IV. Título. CDD: 419 VERB AGREEMENT IN BRAZILIAN SIGN -
Mobility Devices (Ambulatory) – Medicare Advantage Policy Guideline
UnitedHealthcare® Medicare Advantage Policy Guideline Mobility Devices (Ambulatory) Guideline Number: MPG208.06 Approval Date: February 10, 2021 Terms and Conditions Table of Contents Page Related Medicare Advantage Policy Guidelines Policy Summary ............................................................................. 1 • Durable Medical Equipment Reference List (NCD Applicable Codes .......................................................................... 4 280.1) References ..................................................................................... 5 • KX Modifier Guideline History/Revision Information ....................................... 6 • Mobility Devices (Non-Ambulatory) and Accessories Purpose .......................................................................................... 7 Terms and Conditions ................................................................... 7 Related Medicare Advantage Coverage Summaries • Durable Medical Equipment (DME), Prosthetics, Corrective Appliances/Orthotics (Non-Foot Orthotics) and Medical Supplies Grid • Mobility Assistive Equipment (MAE) Policy Summary See Purpose Overview For any item to be covered by Medicare, it must 1) be eligible for a defined Medicare benefit category, 2) be reasonable and necessary for the diagnosis or treatment of illness or injury or to improve the functioning of a malformed body member, and 3) meet all other applicable Medicare statutory and regulatory requirements. For the items addressed in this local coverage determination, the criteria -
Variation in Mouthing Occurrence in Greek Sign Language (GSL); the Case of Register and Grammatical Class
Variation in mouthing occurrence in Greek Sign Language (GSL); the case of register and grammatical class By Ioanna Tsourma A thesis submitted to The University of Birmingham for the degree of MASTER OF RESEARCH Department of English Language and Applied Linguistics School of English Drama and American and Canadian Studies University of Birmingham 2018 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This thesis explores the mouthing occurrence rates across different registers (informative and narrative) and grammatical classes in Greek Sign Language (GSL). A general consensus has been reached dividing mouth activity into at least two subcategories of mouth actions: ‗mouth gestures‘ and ‗mouthings‘ (see edited volume by Boyes Braem & Sutton-Spence, 2001). Data consist of 45‘ of video recordings from six native and near-native1 signers, transcribed using a software tool for annotating multimedia video recordings (ELAN). In an effort to gain some control over the influence of individual variation, all six signers have an example of SL production in both registers. A combination of semantic, syntactic and morphological criteria (Schwager & Zeshan, 2008) has been utilized in order to classify all manual signs for their grammatical class, in an effort to study the potential impact of grammatical class on mouthing occurrence.