Fingerspelling in a Word Mary Thumann M.A., CSC Gallaudet University
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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 -
A Lexicostatistic Survey of the Signed Languages in Nepal
DigitalResources Electronic Survey Report 2012-021 ® A Lexicostatistic Survey of the Signed Languages in Nepal Hope M. Hurlbut A Lexicostatistic Survey of the Signed Languages in Nepal Hope M. Hurlbut SIL International ® 2012 SIL Electronic Survey Report 2012-021, June 2012 © 2012 Hope M. Hurlbut and SIL International ® All rights reserved 2 Contents 0. Introduction 1.0 The Deaf 1.1 The deaf of Nepal 1.2 Deaf associations 1.3 History of deaf education in Nepal 1.4 Outside influences on Nepali Sign Language 2.0 The Purpose of the Survey 3.0 Research Questions 4.0 Approach 5.0 The survey trip 5.1 Kathmandu 5.2 Surkhet 5.3 Jumla 5.4 Pokhara 5.5 Ghandruk 5.6 Dharan 5.7 Rajbiraj 6.0 Methodology 7.0 Analysis and results 7.1 Analysis of the wordlists 7.2 Interpretation criteria 7.2.1 Results of the survey 7.2.2 Village signed languages 8.0 Conclusion Appendix Sample of Nepali Sign Language Wordlist (Pages 1–6) References 3 Abstract This report concerns a 2006 lexicostatistical survey of the signed languages of Nepal. Wordlists and stories were collected in several towns of Nepal from Deaf school leavers who were considered to be representative of the Nepali Deaf. In each city or town there was a school for the Deaf either run by the government or run by one of the Deaf Associations. The wordlists were transcribed by hand using the SignWriting orthography. Two other places were visited where it was learned that there were possibly unique sign languages, in Jumla District, and also in Ghandruk (a village in Kaski District). -
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. -
Alignment Mouth Demonstrations in Sign Languages Donna Jo Napoli
Mouth corners in sign languages Alignment mouth demonstrations in sign languages Donna Jo Napoli, Swarthmore College, [email protected] Corresponding Author Ronice Quadros, Universidade Federal de Santa Catarina, [email protected] Christian Rathmann, Humboldt-Universität zu Berlin, [email protected] 1 Mouth corners in sign languages Alignment mouth demonstrations in sign languages Abstract: Non-manual articulations in sign languages range from being semantically impoverished to semantically rich, and from being independent of manual articulations to coordinated with them. But, while this range has been well noted, certain non-manuals remain understudied. Of particular interest to us are non-manual articulations coordinated with manual articulations, which, when considered in conjunction with those manual articulations, are semantically rich. In which ways can such different articulators coordinate and what is the linguistic effect or purpose of such coordination? Of the non-manual articulators, the mouth is articulatorily the most versatile. We therefore examined mouth articulations in a single narrative told in the sign languages of America, Brazil, and Germany. We observed optional articulations of the corners of the lips that align with manual articulations spatially and temporally in classifier constructions. The lips, thus, enhance the message by giving redundant information, which should be particularly useful in narratives for children. Examination of a single children’s narrative told in these same three sign languages plus six other sign languages yielded examples of one type of these optional alignment articulations, confirming our expectations. Our findings are coherent with linguistic findings regarding phonological enhancement and overspecification. Keywords: sign languages, non-manual articulation, mouth articulation, hand-mouth coordination 2 Mouth corners in sign languages Alignment mouth demonstration articulations in sign languages 1. -
Building Rapport in American Sign Language.Pdf
BUILDING RAPPORT IN… American Sign Language SMALL TALK/ ADMINISTRATION Hello Wave hello Nice to meet you NICE (place left hand with palm facing up and slide right hand across it) MEET (make two 1 handshapes and then touch them together so that thumbs are touching, like two people meeting) YOU (point out in front of you with index finger as if you were pointing to someone) My name is… MY (gesture to yourself by bringing an open palm to your chest). NAME (make H handshape with both hands; place left hand on top of right to form an X). Then, fingerspell your name. I am a genetic counselor I (point to your chest with your index finger) GENETIC (see below) COUNSEL (place your left hand in front of you with your palm facing down. Slide your right hand across your left hand from your thumb to your pinky starting with your fingers clenched together and opening up your fingers as your right hand slides across the left). Then, indicate “one who does” by placing your hands our in front of your chest facing each other and bringing your hands down in a swift motion. I know a little Sign I (point to your chest with your index finger). KNOW (tap bent handshape to temple). LITTLE Language (gesture a little bit by moving index finger and thumb together in a pinching motion). SIGN (make index finger handshapes and move them in alternating circles). LANGUAGE (touch L handshapes together at the thumbs and twist them as you pull hands away from each other). -
Chimpanzees Use of Sign Language
Chimpanzees’ Use of Sign Language* ROGER S. FOUTS & DEBORAH H. FOUTS Washoe was cross-fostered by humans.1 She was raised as if she were a deaf human child and so acquired the signs of American Sign Language. Her surrogate human family had been the only people she had really known. She had met other humans who occasionally visited and often seen unfamiliar people over the garden fence or going by in cars on the busy residential street that ran next to her home. She never had a pet but she had seen dogs at a distance and did not appear to like them. While on car journeys she would hang out of the window and bang on the car door if she saw one. Dogs were obviously not part of 'our group'; they were different and therefore not to be trusted. Cats fared no better. The occasional cat that might dare to use her back garden as a shortcut was summarily chased out. Bugs were not favourites either. They were to be avoided or, if that was impossible, quickly flicked away. Washoe had accepted the notion of human superiority very readily - almost too readily. Being superior has a very heady quality about it. When Washoe was five she left most of her human companions behind and moved to a primate institute in Oklahoma. The facility housed about twenty-five chimpanzees, and this was where Washoe was to meet her first chimpanzee: imagine never meeting a member of your own species until you were five. After a plane flight Washoe arrived in a sedated state at her new home. -
Advocacy Notes
Advocacy Notes Question from the field: We are a small school district and only offer an ASL interpreter for students with hearing loss, but more and more students are now using spoken language. Are there interpreting services or supports that we need to offer these students who do not use ASL? Depending on a student’s mode of communication, there are various options available for providing access in the educational setting. For the students who are receiving access to spoken language earlier and have better hearing technology, ASL is often not their primary language. There are language options and communication strategies available for families whose children have hearing 1 loss . Families may decide to use any of or a combination of the following: • Spoken Language - developing the use of spoken language in the primary language of the family and/or education system using the mouth and vocal cords • American Sign Language (ASL) - a complete language system that uses signs with the hands combined with facial expression and body posture. ASL includes visual attention, eye contact and fingerspelling. • Manually Coded English (MCE) - the use of signs that represent English words. Many of the signs are borrowed from ASL, but use the word order, grammar, and sentence structure of English. • Cued Speech - a system of hand signals to help the listener with hearing loss identify the differences in speech sounds that are difficult to discriminate through listening. • Conceptually Accurate Signed English (CASE)/Pidgin Sign English (PSE) - a mix of ASL signs used in English word order. • Simultaneous Communication - used in order to speak out loud while signing using CASE or PSE. -
Fingerspelling Detection in American Sign Language
Fingerspelling Detection in American Sign Language Bowen Shi1, Diane Brentari2, Greg Shakhnarovich1, Karen Livescu1 1Toyota Technological Institute at Chicago, USA 2University of Chicago, USA {bshi,greg,klivescu}@ttic.edu [email protected] Figure 1: Fingerspelling detection and recognition in video of American Sign Language. The goal of detection is to find in- tervals corresponding to fingerspelling (here indicated by open/close parentheses), and the goal of recognition is to transcribe each of those intervals into letter sequences. Our focus in this paper is on detection that enables accurate recognition. In this example (with downsampled frames), the fingerspelled words are PIRATES and PATRICK, shown along with their canonical handshapes aligned roughly with the most-canonical corresponding frames. Non-fingerspelled signs are labeled with their glosses. The English translation is “Moving furtively, pirates steal the boy Patrick.” Abstract lated and do not appear in their canonical forms [22, 25]. In this paper, we focus on fingerspelling (Figure 1), a Fingerspelling, in which words are signed letter by let- component of sign language in which words are signed ter, is an important component of American Sign Language. letter by letter, with a distinct handshape or trajectory Most previous work on automatic fingerspelling recogni- corresponding to each letter in the alphabet of a writ- tion has assumed that the boundaries of fingerspelling re- ten language (e.g., the English alphabet for ASL finger- gions in signing videos are known beforehand. In this pa- spelling). Fingerspelling is used for multiple purposes, in- per, we consider the task of fingerspelling detection in raw, cluding for words that do not have their own signs (such as untrimmed sign language videos. -
Hand-To-Hand Combat, Or Mouth-To-Mouth Resuscitation?
BEHAVIORAL AND BRAIN SCIENCES (2003) 26, 199–260 Printed in the United States of America From mouth to hand: Gesture, speech, and the evolution of right-handedness Michael C. Corballis Department of Psychology, University of Auckland, Private Bag 92019, Auckland, New Zealand. [email protected] Abstract: The strong predominance of right-handedness appears to be a uniquely human characteristic, whereas the left-cerebral dom- inance for vocalization occurs in many species, including frogs, birds, and mammals. Right-handedness may have arisen because of an association between manual gestures and vocalization in the evolution of language. I argue that language evolved from manual gestures, gradually incorporating vocal elements. The transition may be traced through changes in the function of Broca’s area. Its homologue in monkeys has nothing to do with vocal control, but contains the so-called “mirror neurons,” the code for both the production of manual reaching movements and the perception of the same movements performed by others. This system is bilateral in monkeys, but pre- dominantly left-hemispheric in humans, and in humans is involved with vocalization as well as manual actions. There is evidence that Broca’s area is enlarged on the left side in Homo habilis, suggesting that a link between gesture and vocalization may go back at least two million years, although other evidence suggests that speech may not have become fully autonomous until Homo sapiens appeared some 170,000 years ago, or perhaps even later. The removal of manual gesture as a necessary component of language may explain the rapid advance of technology, allowing late migrations of Homo sapiens from Africa to replace all other hominids in other parts of the world, including the Neanderthals in Europe and Homo erectus in Asia. -
DQP TISLR 10 Fingerspelling Rates
Rates of fingerspelling in American Sign Language David Quinto-Pozos Department of Linguistics, University of Texas-Austin TISLR 10; Purdue University Methodology Introduction Main points Signers: 2 deaf native users of ASL (Kevin & James) Information in the text (examples of items that were fingerspelled): • Faster rates than previously reported Fingerspelling used often in American Sign Language (ASL) • Where Don lived (various states and cities such as Idaho, Indiana, and Means: 5-8 letters per second (125 – 200 ms/ltr) • Morford & MacFarlane (2003); corpus of 4,111 signs (27 signers) Task: deliver an ASL narrative (originally created in English) about Dallas) and worked (e.g. Gallaudet University, Model Secondary School • 8.7% of signs in casual signing the life of a Deaf leader in the US Deaf community (Don Petingill) for the Deaf, etc.) • 4.8% of signs in formal signing • Donʼs involvement in the Deaf community including advocacy work • Signers can differ in rates: Some signers are faster • 5.8% of signs in narrative signing Three audiences per signer: school children (ages 9-10) (e.g. for the Texas Commission for the Deaf) fingerspellers than other signers plus two audiences of adults • Anecdotes about Donʼs life (e.g., Donʼs joke-telling & humor) • Padden & Gansauls (2003) • 10% - 15% of signs in discourse • “Long” words are fingerspelled faster than “short” • > 50% of native signers fingerspelled 20% of time words • non-native signers: lower frequency of fingerspelling General Description of the Data: Reasons for “short” vs. “long” -
The Two Hundred Years' War in Deaf Education
THE TWO HUNDRED YEARS' WAR IN DEAF EDUCATION A reconstruction of the methods controversy By A. Tellings 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/2066/146075 Please be advised that this information was generated on 2020-04-15 and may be subject to change. THE TWO HUNDRED YEARS* WAR IN DEAF EDUCATION A reconstruction of the methods controversy By A. Tellings THE TWO HUNDRED YEARS' WAR IN DEAF EDUCATION A reconstruction of the methods controversy EEN WETENSCHAPPELIJKE PROEVE OP HET GEBIED VAN DE SOCIALE WETENSCHAPPEN PROEFSCHRIFT TER VERKRIJGING VAN DE GRAAD VAN DOCTOR AAN DE KATHOLIEKE UNIVERSITEIT NIJMEGEN, VOLGENS BESLUIT VAN HET COLLEGE VAN DECANEN IN HET OPENBAAR TE VERDEDIGEN OP 5 DECEMBER 1995 DES NAMIDDAGS TE 3.30 UUR PRECIES DOOR AGNES ELIZABETH JACOBA MARIA TELLINGS GEBOREN OP 9 APRIL 1954 TE ROOSENDAAL Dit onderzoek werd verricht met behulp van subsidie van de voormalige Stichting Pedon, NWO Mediagroep Katholieke Universiteit Nijmegen PROMOTOR: Prof.Dr. A.W. van Haaften COPROMOTOR: Dr. G.L.M. Snik 1 PREFACE The methods controversy in deaf education has fascinated me since I visited the International Congress on Education of the Deaf in Hamburg (Germany) in 1980. There I was struck by the intemperate emotions by which the methods controversy is attended. This book is an attempt to understand what this controversy really is about I would like to thank first and foremost Prof.Wouter van Haaften and Dr. -
ISRC Digital Update May 2013
ISRC Digital Update May 2013 * Printer-Friendly Digital Update Here * If you have any resources that you would like to share with other teachers, parents, and professionals of Deaf and Hard of Hearing youth, please share them with us to be included in future issues. Upcoming Events Contents ~ Deaf Can Do It Community Service Day is May 1st!! Sponsored by the Illinois 1. Upcoming Events Service Resource Center, the theme is People Helping People. On May 1, 2012 Illinois 2. Suggested by People You Deaf and Hard of Hearing School-age Children volunteered all across the state to Know! help their local animal shelters. They set the record as being the largest group of deaf 3. Behavior Solutions and and hard of hearing students to participate in a community service project. A total of Raising Happy Healthy 495 students volunteered! To learn more about this project, please go to Kids www.isrc.us/students. We are encouraging deaf and hard of hearing students from 4. 50 Simple Household Items THIRTEEN Midwest states to get involved in a service project for May 1, 2013 and That Help Your Child the theme is "PEOPLE HELPING PEOPLE." There are many non-profit Become A Math Whiz organizations serving people in your local community that cannot function without 5. Important Research About the input of volunteers. Your local food pantry, homeless shelter, nursing home, Early Learning tutoring/mentoring program, soup kitchen, pregnancy resource center and other 6. Four Things All Educators organizations will greatly appreciate your assistance. There are many benefits to Should Understand About volunteering in the community.