DOCSLIB.ORG

Writing ASL Grammar in Signwriting, Lesson 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Writing ASL Grammar in Signwriting, Lesson 1 1 Writing ASL Grammar in SignWriting® Grammar Lesson 1 by Dr. Karen van Hoek Signed In ASL by George ‘Butch’ Zein The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 2 The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 3 Column 2 English Gloss eyebrows up different facial expressions eyegaze down tense lips etc. short pause right hand fingerspells, then left hand points to ASL-it the "L" hand at the end of the fingerspelling short pause use facial expressions tense lips short pause The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 4 Column 3 English Gloss eyebrows up for-for? head forward questioning pause show grammar structure end of thought for example short pause topic short pause The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 5 Column 4 English Gloss means what shoulders up sentence about short pause basically head nods approvingly head movement is "down-down" end of thought left hand fingerspells, then right hand points to ASL-it the "L" hand at the end of the fingerspelling short pause has The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 6 Column 5 English Gloss special rules end of thought sentence short pause left hand continues to hold the handshape that was used in the topic previous sign for "sentence", while the right hand fingerspells the word "topic" left hand continues to hold the handshape that was used in the first sign for "sentence", while the right hand signs "first" left hand continues to hold the handshape that was used in the put-to-the-left sign for "sentence", while the right hand signs "put-to-the-left" The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 7 Column 6 English Gloss with special facial expressions what? questioning pause eyebrows eyebrows up pause before showing an example The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 8 Column 7 English Gloss eyebrows up marking the fish topic "fish" short pause eyegaze diagonally-up-right, me corners of mouth slighty curved down, wrinkles on side of mouth like short pause trout end of thought The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 9 Column 8 English Gloss eyebrows up that marking the topic "that car" car over there short pause want head says "yes" movement is "down-up" buy end of thought The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected] 10 This article can be accessed on the World Wide Web. Come visit the SignWritingSite at: http://www.SignWriting.org Layout & Design by Valerie Sutton Copyright © 1998 Center For Sutton Movement Writing, Inc. SignWriting® and SignWriter® are registered trademarks of CSMW. The DAC • Deaf Action Committee For SignWriting® • P.O. Box 517 • La Jolla • CA • 92038-0517 • USA Voice: (858)456-0098 • TTY: (858)456-0010 • Fax: (858)456-0020 • E-mail: [email protected].
Load more

Recommended publications
  • An Animated Avatar to Interpret Signwriting Transcription
    An Animated Avatar to Interpret SignWriting Transcription Yosra Bouzid Mohamed Jemni Research Laboratory of Technologies of Information and Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE) Communication & Electrical Engineering (LaTICE) ESSTT, University of Tunis ESSTT, University of Tunis [email protected] [email protected] Abstract—People with hearing disability often face multiple To address this issue, different methods and technologies barriers when attempting to interact with hearing society. geared towards deaf communication have been suggested over The lower proficiency in reading, writing and understanding the the last decades. For instance, the use of sign language spoken language may be one of the most important reasons. interpreters is one of the most common ways to ensure a Certainly, if there were a commonly accepted notation system for successful communication between deaf and hearing persons in sign languages, signed information could be provided in written direct interaction. But according to a WFD survey in 2009, 13 form, but such a system does not exist yet. SignWriting seems at countries out of 93 do not have any sign language interpreters, present the best solution to the problem of SL representation as it and in many of those countries where there are interpreters, was intended as a practical writing system for everyday there are serious problems in finding qualified candidates. communication, but requires mastery of a set of conventions The digital technologies, particularly video and avatar-based different from those of the other transcriptions systems to become a proficient reader or writer. To provide additional systems, contribute, in turn, in bridging the communication support for deaf signers to learn and use such notation, we gap.
    [Show full text]
  • 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.
    [Show full text]
  • A Human-Editable Sign Language Representation for Software Editing—And a Writing System?
    A human-editable Sign Language representation for software editing—and a writing system? Michael Filhol [email protected] LIMSI, CNRS, Université Paris Saclay Orsay, France Abstract To equip SL with software properly, we need an input system to rep- resent and manipulate signed contents in the same way that every day software allows to process written text. Refuting the claim that video is good enough a medium to serve the purpose, we propose to build a repres- entation that is: editable, queryable, synthesisable and user-friendly—we define those terms upfront. The issue being functionally and conceptually linked to that of writing, we study existing writing systems, namely those in use for vocal languages, those designed and proposed for SLs, and more spontaneous ways in which SL users put their language in writing. Ob- serving each paradigm in turn, we move on to propose a new approach to satisfy our goals of integration in software. We finally open the prospect of our proposition being used outside of this restricted scope, as a writing system in itself, and compare its properties to the other writing systems presented. 1 Motivation and goals The main motivation here is to equip Sign Language (SL) with software and foster implementation as available tools for SL are paradoxically limited in such digital times. For example, translation assisting software would help respond arXiv:1811.01786v1 [cs.CL] 5 Nov 2018 to the high demand for accessible content and information. But equivalent text-to-text software relies on source and target written forms to work, whereas similar SL support seems impossible without major revision of the typical user interface.
    [Show full text]
  • 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.
    [Show full text]
  • 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”
    [Show full text]
  • 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.
    [Show full text]
  • Greek Alphabet ( ) Ελληνικ¿ Γρ¿Μματα
    Greek alphabet and pronunciation 9/27/05 12:01 AM Writing systems: abjads | alphabets | syllabic alphabets | syllabaries | complex scripts undeciphered scripts | alternative scripts | your con-scripts | A-Z index Greek alphabet (ελληνικ¿ γρ¿μματα) Origin The Greek alphabet has been in continuous use for the past 2,750 years or so since about 750 BC. It was developed from the Canaanite/Phoenician alphabet and the order and names of the letters are derived from Phoenician. The original Canaanite meanings of the letter names was lost when the alphabet was adapted for Greek. For example, alpha comes for the Canaanite aleph (ox) and beta from beth (house). At first, there were a number of different versions of the alphabet used in various different Greek cities. These local alphabets, known as epichoric, can be divided into three groups: green, blue and red. The blue group developed into the modern Greek alphabet, while the red group developed into the Etruscan alphabet, other alphabets of ancient Italy and eventually the Latin alphabet. By the early 4th century BC, the epichoric alphabets were replaced by the eastern Ionic alphabet. The capital letters of the modern Greek alphabet are almost identical to those of the Ionic alphabet. The minuscule or lower case letters first appeared sometime after 800 AD and developed from the Byzantine minuscule script, which developed from cursive writing. Notable features Originally written horizontal lines either from right to left or alternating from right to left and left to right (boustophedon). Around 500 BC the direction of writing changed to horizontal lines running from left to right.
    [Show full text]
  • Expanding Information Access Through Data-Driven Design
    ©Copyright 2018 Danielle Bragg Expanding Information Access through Data-Driven Design Danielle Bragg A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2018 Reading Committee: Richard Ladner, Chair Alan Borning Katharina Reinecke Program Authorized to Offer Degree: Computer Science & Engineering University of Washington Abstract Expanding Information Access through Data-Driven Design Danielle Bragg Chair of the Supervisory Committee: Professor Richard Ladner Computer Science & Engineering Computer scientists have made progress on many problems in information access: curating large datasets, developing machine learning and computer vision, building extensive networks, and designing powerful interfaces and graphics. However, we sometimes fail to fully leverage these modern techniques, especially when building systems inclusive of people with disabilities (who total a billion worldwide [168], and nearly one in five in the U.S. [26]). For example, visual graphics and small text may exclude people with visual impairments, and text-based resources like search engines and text editors may not fully support people using unwritten sign languages. In this dissertation, I argue that if we are willing to break with traditional modes of information access, we can leverage modern computing and design techniques from computer graphics, crowdsourcing, topic modeling, and participatory design to greatly improve and enrich access. This dissertation demonstrates this potential
    [Show full text]
  • Complete Issue
    _____________________________________________________________ Volume 8 October 1993 Number 2 _____________________________________________________________ Editor Editorial Assistants John Miles Foley Dave Henderson Elizabeth P. McNulty Catherine S. Quick Slavica Publishers, Inc. For a complete catalog of books from Slavica, with prices and ordering information, write to: Slavica Publishers, Inc. P.O. Box 14388 Columbus, Ohio 43214 ISSN: 0883-5365 Each contribution copyright (c) 1993 by its author. All rights reserved. The editor and the publisher assume no responsibility for statements of fact or opinion by the authors. Oral Tradition seeks to provide a comparative and interdisciplinary focus for studies in oral literature and related fields by publishing research and scholarship on the creation, transmission, and interpretation of all forms of oral traditional expression. As well as essays treating certifiably oral traditions, OT presents investigations of the relationships between oral and written traditions, as well as brief accounts of important fieldwork, a Symposium section (in which scholars may reply at some length to prior essays), review articles, occasional transcriptions and translations of oral texts, a digest of work in progress, and a regular column for notices of conferences and other matters of interest. In addition, occasional issues will include an ongoing annotated bibliography of relevant research and the annual Albert Lord and Milman Parry Lectures on Oral Tradition. OT welcomes contributions on all oral literatures, on all literatures directly influenced by oral traditions, and on non-literary oral traditions. Submissions must follow the list-of reference format (style sheet available on request) and must be accompanied by a stamped, self-addressed envelope for return or for mailing of proofs; all quotations of primary materials must be made in the original language(s) with following English translations.
    [Show full text]
  • Fingerspelling in American Sign Language
    FINGERSPELLING IN AMERICAN SIGN LANGUAGE: A CASE STUDY OF STYLES AND REDUCTION by Deborah Stocks Wager A thesis submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Master of Arts Department of Linguistics The University of Utah August 2012 Copyright © Deborah Stocks Wager 2012 All Rights Reserved The University of Utah Graduate School STATEMENT OF THESIS APPROVAL The thesis of Deborah Stocks Wager has been approved by the following supervisory committee members: Marianna Di Paolo , Chair 5/10/12 Date Approved Aaron Kaplan , Member 5/10/12 Date Approved Sherman Wilcox , Member 5/10/12 Date Approved and by Edward Rubin , Chair of the Department of Linguistics and by Charles A. Wight, Dean of The Graduate School. ABSTRACT Fingerspelling in American Sign Language (ASL) is a system in which 26 one- handed signs represent the letters of the English alphabet and are formed sequentially to spell out words borrowed from oral languages or letter sequences. Patrie and Johnson have proposed a distinction in fingerspelling styles between careful fingerspelling and rapid fingerspelling, which appear to correspond to clear speech and plain speech styles. The criteria for careful fingerspelling include indexing of fingerspelled words, completely spelled words, limited coarticulation, a slow signing rate, and even rhythm, while rapid fingerspelling involves lack of indexing, increased dropping of letters, coarticulation, a faster signing rate, and the first and last letter of the words being held longer. They further propose that careful fingerspelling is used for initial uses of all fingerspelled words in running signing, with rapid fingerspelling being used for second and further mentions of fingerspelled words.
    [Show full text]
  • Research Brief: the Importance of Fingerspelling for Reading
    VISUAL LANGUAGE & VISUAL LEARNING NSF supported Science of Learning Center on Visual Language and Visual Learning, SBE-0541953, RESEARCH BRIEF: Gallaudet University. THE IMPORTANCE OF FINGERSPELLING FOR READING JULY 2010 Key Findings on the Importance of Fingerspelling for Reading: LEARNING FROM RESEARCH • Deaf families fingerspell to their deaf children when they are very young. • Early exposure to fingerspelling helps these children become better # 1 readers. • Fingerspelling, reading, and writing are interrelated. • Fingerspelling facilitates English vocabulary growth, and larger the lexicon, the faster new vocabulary is learned. • Fingerspelling positively correlates with stronger reading skills. Deaf Written by: and hard of hearing children who are good fingerspellers are good Sharon Baker, Ed.D. readers, and vice versa. 1 of 8 NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO. 1: THE IMPORTANCE OF FINGERSPELLING FOR READING Fingerspelling and American Sign hearing children from deaf families tend to read at Language higher levels than deaf and hard of hearing children from hearing families.11 Fingerspelling likely On the most simplistic level, fingerspelling can be contributes to this success. Unfortunately, young defined as the use of handshapes to represent deaf and hard of hearing children from hearing letters of the alphabet. Indeed, before the families are not generally given the same early complexity of fingerspelling was documented, learning opportunity. Indeed, the absence of researchers thought fingerspelling was merely a fingerspelling is particularly evident in preschools manual representation of English orthography for deaf and hard of hearing children.9 To 1 (print). They believed fingerspelling was primarily understand the role of fingerspelling in language for representing proper nouns or for English words acquisition and later literacy, it is important to 2,3 without a sign equivalent.
    [Show full text]
  • Signwriting Symbols to Students
    JTC1/SC2/WG2 N4342 L2/12-321 2012-10-14 Universal Multiple-Octet Coded Character Set International Organization for Standardization Organisation Internationale de Normalisation Международная организация по стандартизации Doc Type: Working Group Document Title: Proposal for encoding Sutton SignWriting in the UCS Source: Michael Everson, Martin Hosken, Stephen Slevinski, and Valerie Sutton Status: Individual Contribution Action: For consideration by JTC1/SC2/WG2 and UTC Date: 2012-10-14 Replaces: N4015 1. Introduction. SignWriting is a script developed in 1974 by Valerie Sutton, the inventor of Sutton Movement Writing, who two years earlier had developed DanceWriting. SignWriting is a featural script, its glyphs being visually iconic as well as in their spatial arrangement in text, which represents a sort of snapshot of any given sign. SignWriting is currently being used to write the following Sign Languages: American Sign Language (in USA, English-speaking Canada) Japanese Sign Language Arabian Sign Languages Malawi Sign Language Australian Sign Language Malaysian Sign Language Bolivian Sign Language Maltese Sign Language Brazilian Sign Language Mexican Sign Language British Sign Language Nepalese Sign Language Catalan Sign Language New Zealand Sign Language Colombian Sign Language Nicaraguan Sign Language Czech Sign Language Norwegian Sign Language Danish Sign Language Peruvian Sign Language Dutch Sign Language Philippines Sign Language Ethiopian Sign Language Polish Sign Language Finnish Sign Language Portugese Sign Language Flemish Sign Language Québec Sign Language French-Belgian Sign Language South African Sign Language French Sign Language Spanish Sign Language German Sign Language Swedish Sign Language Greek Sign Language Swiss Sign Language Irish Sign Language Taiwanese Sign Language Italian Sign Language Tunisian Sign Language A variety of literature exists in SignWriting.
    [Show full text]