Pointing in Gesture and Sign
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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. -
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. -
The Meanings of the Term Mudra and a Historical Outline of "Hand
The Meanings of the term Mudra T h e M and a Historical Outline of ae n ni "Hand gestures" g s o f ht e Dale Todaro t re m M u d 梗 概 ar a この 拙 論 は2部 に分 か れ る。 n d 第1部 は"mudra"と い う語 の最 も一 般 的 な 定 義 を 扱 う。仏 教 ・ヒ ン ドゥー 教 a H を 研 究 して い る学 者 や東 洋 の 図像 学 の専 門 家 は、 大 抵、"皿udra"の さ ま ざ まな 意 i torical Outline味 を 知 って い る。 しか し、特 に タ ン トラ にお い て 使 用 され た"mudr翫"の す べ て の 定 義 が、 どん な 参考 文 献 に も見 つ か るわ け で は な い。 従 って、 第1部 は これ ら 種 々の、 一 般 的 な"mudra"の 語 法 を集 め る よ う試 み た。 又、 イ ン ドの舞 踏 や 劇 につ いて 書 いた 人 が、"hasta"と い う語 を 使 用 す べ きで あ るの に、 専 門的 に言 え ば 誤 って"mudra"を 用 いて い る。 それ に つ いて も説 明 を試 み た。 fo " 第1部 よ りも長 い 第2部 で は、"印 契(手 印)"と い う意 味 で使 用 され た"mu- H a dra"の 歴 史 の あ らま しを、 系 統 的 に述 べ た。 印契 の歴 史 上 異 な った 使 用 と意 味 n d g は、 次 の4に お い て 顕著 にみ られ る。 即 ち、1)ヴ ェー ダ の儀 礼、2)規 格 化 され た se ut イ ン ドの舞 踏、3)イ ン ドの彫 刻(仏 教、 ヒ ン ド ゥー 教、 ジ ャイ ナ教)、4)タ ン ト r s"e ラの 成 就 法、 で あ る。 これ ら4の 分 野 は す べ て、 共 通 して、 イ ン ドで 使 用 され た 印 契 の 伝統 か ら由 来 して い る。 そ しで、 い くつか の事 例 に お いて、 イ ン ドか ら 日 本 密 教 の 伝 統 まで に わ た って、 特 定 の"mudra"が 驚 くほ ど継 続 して 使 用 され て い るこ とが、 証 明 で き る。 Introduction The goal of this short essay is twofold. -
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. -
This List of Gestures Represents Broad Categories of Emotion: Openness
This list of gestures represents broad categories of emotion: openness, defensiveness, expectancy, suspicion, readiness, cooperation, frustration, confidence, nervousness, boredom, and acceptance. By visualizing the movement of these gestures, you can raise your awareness of the many emotions the body expresses without words. Openness Aggressiveness Smiling Hand on hips Open hands Sitting on edge of chair Unbuttoning coats Moving in closer Defensiveness Cooperation Arms crossed on chest Sitting on edge of chair Locked ankles & clenched fists Hand on the face gestures Chair back as a shield Unbuttoned coat Crossing legs Head titled Expectancy Frustration Hand rubbing Short breaths Crossed fingers “Tsk!” Tightly clenched hands Evaluation Wringing hands Hand to cheek gestures Fist like gestures Head tilted Pointing index finger Stroking chins Palm to back of neck Gestures with glasses Kicking at ground or an imaginary object Pacing Confidence Suspicion & Secretiveness Steepling Sideways glance Hands joined at back Feet or body pointing towards the door Feet on desk Rubbing nose Elevating oneself Rubbing the eye “Cluck” sound Leaning back with hands supporting head Nervousness Clearing throat Boredom “Whew” sound Drumming on table Whistling Head in hand Fidget in chair Blank stare Tugging at ear Hands over mouth while speaking Acceptance Tugging at pants while sitting Hand to chest Jingling money in pocket Touching Moving in closer Dangerous Body Language Abroad by Matthew Link Posted Jul 26th 2010 01:00 PMUpdated Aug 10th 2010 01:17 PM at http://news.travel.aol.com/2010/07/26/dangerous-body-language-abroad/?ncid=AOLCOMMtravsharartl0001&sms_ss=digg You are in a foreign country, and don't speak the language. -
What Sign Language Creation Teaches Us About Language Diane Brentari1∗ and Marie Coppola2,3
Focus Article What sign language creation teaches us about language Diane Brentari1∗ and Marie Coppola2,3 How do languages emerge? What are the necessary ingredients and circumstances that permit new languages to form? Various researchers within the disciplines of primatology, anthropology, psychology, and linguistics have offered different answers to this question depending on their perspective. Language acquisition, language evolution, primate communication, and the study of spoken varieties of pidgin and creoles address these issues, but in this article we describe a relatively new and important area that contributes to our understanding of language creation and emergence. Three types of communication systems that use the hands and body to communicate will be the focus of this article: gesture, homesign systems, and sign languages. The focus of this article is to explain why mapping the path from gesture to homesign to sign language has become an important research topic for understanding language emergence, not only for the field of sign languages, but also for language in general. © 2012 John Wiley & Sons, Ltd. How to cite this article: WIREs Cogn Sci 2012. doi: 10.1002/wcs.1212 INTRODUCTION linguistic community, a language model, and a 21st century mind/brain that well-equip the child for this esearchers in a variety of disciplines offer task. When the very first languages were created different, mostly partial, answers to the question, R the social and physiological conditions were very ‘What are the stages of language creation?’ Language different. Spoken language pidgin varieties can also creation can refer to any number of phylogenic and shed some light on the question of language creation. -
Hand Gestures
L2/16-308 More hand gestures To: UTC From: Peter Edberg, Emoji Subcommittee Date: 2016-10-31 Proposed characters Tier 1: Two often-requested signs (ILY, Shaka, ILY), and three to complete the finger-counting sets for 1-3 (North American and European system). None of these are known to have offensive connotations. HAND SIGN SHAKA ● Shaka sign ● ASL sign for letter ‘Y’ ● Can signify “Aloha spirit”, surfing, “hang loose” ● On Emojipedia top requests list, but requests have dropped off ● 90°-rotated version of CALL ME HAND, but EmojiXpress has received requests for SHAKA specifically, noting that CALL ME HAND does not fulfill need HAND SIGN ILY ● ASL sign for “I love you” (combines signs for I, L, Y), has moved into mainstream use ● On Emojipedia top requests list HAND WITH THUMB AND INDEX FINGER EXTENDED ● Finger-counting 2, European style ● ASL sign for letter ‘L’ ● Sign for “loser” ● In Montenegro, sign for the Liberal party ● In Philippines, sign used by supporters of Corazon Aquino ● See Wikipedia entry HAND WITH THUMB AND FIRST TWO FINGERS EXTENDED ● Finger-counting 3, European style ● UAE: Win, victory, love = work ethic, success, love of nation (see separate proposal L2/16-071, which is the source of the information below about this gesture, and also the source of the images at left) ● Representation for Ctrl-Alt-Del on Windows systems ● Serbian “три прста” (tri prsta), symbol of Serbian identity ● Germanic “Schwurhand”, sign for swearing an oath ● Indication in sports of successful 3-point shot (basketball), 3 successive goals (soccer), etc. HAND WITH FIRST THREE FINGERS EXTENDED ● Finger-counting 3, North American style ● ASL sign for letter ‘W’ ● Scout sign (Boy/Girl Scouts) is similar, has fingers together Tier 2: Complete the finger-counting sets for 4-5, plus some less-requested hand signs. -
Pointing Gesture in Young Children Hand Preference and Language Development
Pointing gesture in young children Hand preference and language development Hélène Cochet and Jacques Vauclair Aix-Marseille University This paper provides an overview of recent studies that have investigated the development of pointing behaviors in infants and toddlers. First, we focus on deictic gestures and their role in language development, taking into account the different hand shapes and the different functions of pointing, and examining the cognitive abilities that may or may not be associated with the production of pointing gestures. Second, we try to demonstrate that when a distinction is made between pointing gestures and manipulative activities, the study of children’s hand preference can help to highlight the development of speech-gesture links. Keywords: toddlers, gestural communication, pointing, handedness, speech- gesture system Emergence of communicative gestures: Focus on pointing gestures Pointing is a specialized gesture for indicating an object, event or location. Chil- dren start using pointing gestures at around 11 months of age (Butterworth & Morissette, 1996; Camaioni, Perucchini, Bellagamba, & Colonnesi, 2004), and this behavior opens the door to the development of intentional communication. One of the prerequisites for the production of pointing gestures is a shared experi- ence between the signaler and the recipient of the gesture, that is, a simultaneous engagement with the same external referent, usually referred to as joint attention (e.g., Carpenter, Nagell, & Tomasello, 1998). While pointing is sometimes regard- ed as a “private gesture” (Delgado, Gómez, & Sarriá, 2009), whose main role is to regulate the infant’s attention rather than to enable the latter to communicate with a recipient, a growing body of research suggests that the onset of pointing gestures reflects a newly acquired ability to actively direct the adult’s attention to outside entities in triadic interactions (e.g., Liszkowski, 2005; Tomasello, Carpenter, & Liszkowski, 2007). -
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. -
16 Gestures by 16 Months
16 Gestures by 16 Months Children Should Learn at Least 16 Gestures by 16 Months Good communication development starts in the first year of life and goes far beyond learning how to talk. Communication development has its roots in social interaction with parents and other caregivers during everyday activities. Your child’s growth in social communication is important because it helps your child connect with you, learn language and play concepts, and sets the stage for learning to read and future success in school. Good com- munication skills are the best tool to prevent behavior problems and make it easier to work through moments of frustration that all infants and toddlers face. Earlier is Better Catching communication and language difficulties By observing children’s early early can prevent potential problems later with gestures, you can obtain a critical behavior, learning, reading, and social interaction. snapshot of their communication Research on brain development reminds us that “earlier IS better” when teaching young children. development. Even small lags in The most critical period for learning is during the communication milestones can first three years of a child’s life. Pathways in the add up and impact a child’s rate brain develop as infants and young children learn of learning that is difficult to from exploring and interacting with people and objects in their environment. The brain’s architec- change later. Research with young ture is developing the most rapidly during this crit- children indicates that the development of gestures from 9 to 16 ical period and is the most sensitive to experiential months predicts language ability 2 years later, which is significant learning. -
University of Groningen a Cultural History of Gesture Bremmer, JN
University of Groningen A Cultural History Of Gesture Bremmer, J.N.; Roodenburg, H. IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 1991 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Bremmer, J. N., & Roodenburg, H. (1991). A Cultural History Of Gesture. s.n. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). The publication may also be distributed here under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license. More information can be found on the University of Groningen website: https://www.rug.nl/library/open-access/self-archiving-pure/taverne- amendment. Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 02-10-2021 The 'hand of friendship': shaking hands and other gestures in the Dutch Republic HERMAN ROODENBURG 'I think I can see the precise and distinguishing marks of national characters more in those nonsensical minutiae than in the most important matters of state'. -
Abstract Hodnet, Andrew Arthur
ABSTRACT HODNET, ANDREW ARTHUR. The Othering of the Landsknechte. (Under the direction of Dr. Verena Kasper-Marienberg). This thesis offers a socio-cultural analysis of early modern German media to explore the public perception of the Landsknechte, mercenaries that were both valued and feared for their viciousness, and their indifference displayed towards the political motivations of their clients. Despite their ubiquity on European battlefields, and their role in repulsing the 1529 Ottoman invasion of Austria, by 1530 the Landsknechte and their families were perceived as thoroughly dishonorable by central Reformation society and were legally excluded from most urban centers. This study engages with a critical assessment of contemporary songs, religious pamphlets, broadsheets, political treatises, autobiographic sources, and belletristic representations of the Landsknechte to explore the paradoxical relationship that they maintained with the state actors that relied on their employment. Through engaging with the cultural genres present in these depictions, the othering of the Landsknechte stems from their origin as the militaristic arm of Emperor Maximilian I’s attempted centralization of the Holy Roman Empire, continuing with the economic challenge the mercenary lifestyle posed to traditional social structures, and ending with their inextricable association between with the increasingly destructive and intrusive military-fiscal state. © Copyright 2018 by Andrew Arthur Hodnet All Rights Reserved The Othering of the Landsknechte by Andrew Arthur Hodnet A thesis submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Master of Arts History Raleigh, North Carolina 2018 APPROVED BY: _______________________________ _______________________________ Dr. Verena Kasper-Marienberg Dr.