WHEN FINGERSPELLING THROWS a CURVEBALL by JUDITH ALLEN
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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 -
(Sasl) in a Bilingual-Bicultural Approach in Education of the Deaf
APPLICATION OF SOUTH AFRICAN SIGN LANGUAGE (SASL) IN A BILINGUAL-BICULTURAL APPROACH IN EDUCATION OF THE DEAF Philemon Abiud Okinyi Akach August 2010 APPLICATION OF SOUTH AFRICAN SIGN LANGUAGE (SASL) IN A BILINGUAL-BICULTURAL APPROACH IN EDUCATION OF THE DEAF By Philemon Abiud Omondi Akach Thesis submitted in fulfillment of the requirements of the degree PHILOSOPHIAE DOCTOR in the FACULTY OF HUMANITIES (DEPARTMENT OF AFROASIATIC STUDIES, SIGN LANGUAGE AND LANGUAGE PRACTICE) at the UNIVERSITY OF FREE STATE Promoter: Dr. Annalie Lotriet. Co-promoter: Dr. Debra Aarons. August 2010 Declaration I declare that this thesis, which is submitted to the University of Free State for the degree Philosophiae Doctor, is my own independent work and has not previously been submitted by me to another university or faculty. I hereby cede the copyright of the thesis to the University of Free State Philemon A.O. Akach. Date. To the deaf children of the continent of Africa; may you grow up using the mother tongue you don’t acquire from your mother? Acknowledgements I would like to say thank you to the University of the Free State for opening its doors to a doubly marginalized language; South African Sign Language to develop and grow not only an academic subject but as the fastest growing language learning area. Many thanks to my supervisors Dr. A. Lotriet and Dr. D. Aarons for guiding me throughout this study. My colleagues in the department of Afroasiatic Studies, Sign Language and Language Practice for their support. Thanks to my wife Wilkister Aluoch and children Sophie, Susan, Sylvia and Samuel for affording me space to be able to spend time on this study. -
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. -
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. -
A Student's Pocket Guide to Deaf Community Terminology
A Student’s Pocket Guide to Deaf Community Terminology Start ASL, the leading online resource for ASL and Deaf Culture, has created this easy-to-use and convenient Terminology Pocket Guide. If you’re on the go, or whenever you simply need to make a quick reference, you’ll find this tiny yet practical book to be a great friend in your immersion into American Sign Language and the Deaf community. This handy little Pocket Guide contains definitions to those not-so-familiar terms that you may encounter at any time, anywhere. For anyone wanting to truly understand and communicate within the ASL community, we highly recommend having Start ASL’s Terminology Pocket Guide on hand for all situations… Never leave home without it! Beginning when she was only thirteen years old, Michelle Jay has understood her passion and love for ASL. As a hearing person in the Deaf community, Michelle was determined to master everything she could about ASL… not just “how to sign,” but the very best ways to learn to sign as well! As the founder of StartASL.com, the leading online resource for ASL and Deaf Culture, Michelle has tremendous insight into this unique community. Michelle earned a Bachelor’s Degree in Deaf Studies, with an emphasis in teaching, from one of the nation’s premier programs at California State University, Northridge. When not writing books or tending her website, Michelle contributes thought- provoking articles to academic publishers such as Greenhaven Press. Her unique articles have done much to support Deaf Culture, and have been printed in resource publications such as American Chronicle and Perspectives on Diseases & Disorders: Deafness & Hearing Impairments. -
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. -
AN ETHNOGRAPHY of DEAF PEOPLE in TANZANIA By
THEY HAVE TO SEE US: AN ETHNOGRAPHY OF DEAF PEOPLE IN TANZANIA by Jessica C. Lee B.A., University of Northern Colorado, 2001 M.A., Gallaudet University, 2004 M.A., University of Colorado, 2006 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the degree requirement for the degree of Doctor of Philosophy Department of Anthropology 2012 ii This thesis entitled: They Have To See Us: an Ethnography of Deaf People in Tanzania written by Jessica Chantelle Lee has been approved for the Department of Anthropology J. Terrence McCabe Dennis McGilvray Paul Shankman --------------------------------------------- Date The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. IRB protocol # 13090619 iii ABSTRACT They Have To See Us: an Ethnography of Deaf People in Tanzania Jessica Lee Department of Anthropology Thesis directed by Professor J. Terrence McCabe This dissertation explores the relationship between Tanzanian deaf people and mainstream society, as well as dynamics within deaf communities. I argue that deaf people who do participate in NGOs and other organizations that provide support to deaf people, do so strategically. In order to access services and improve their own lives and the lives of their families, deaf people in Tanzania move comfortably and fluidly between identity groups that are labeled as disabled or only as deaf. Through intentional use of the interventions provided by various organizations, deaf people are able to carve out deaf spaces that act as places for transmission of information, safe areas to learn and use sign language, and sites of network and community development among other deaf people. -
COMMUNICATION BASICS Section 5 Communication Basics |Alberta Hands & Voices Parent Toolkit
COMMUNICATION BASICS Section 5 Communication Basics |Alberta Hands & Voices Parent Toolkit Communication Options: Speech? Sign? Both? What is Best for my Child? Making a Decision One of the most important decisions facing a family with a child who is Deaf or Hard of Hearing is choosing a communication method (also called a communication mode). Recently a parent told us she was terrified of making this “critical, life-long decision.” This parent also wanted to know what the current research says about the best method of communication for children who are Deaf or Hard of Hearing. Decisions about communication modes are not No one method has been irreversible. We encourage families to remain scientifically proven to be open-minded and flexible. The needs of your best for all children. child, and your family, change over time. Some families start with speech and sign language and later change to using only sign language as their child’s strengths and preferences become more obvious. Other families start with speech only, and then add sign language when they realize their child is not making enough progress. Still others decide to use speech only, and stay with that decision over time. Remember the Alberta Hands & Voices mantra: whatever choice is best for your child makes that the right choice. As you think about how your family communicates now with your child and how you would like to communicate with him or her in the future, the best way to decide is to: ➢ be open to all communication modes ➢ ask questions 2 Communication Basics |Alberta Hands & Voices Parent Toolkit ➢ talk to adults who are Deaf or Hard of Hearing ➢ talk to other families with children who are Deaf or Hard of Hearing; meet their children ➢ talk to professionals who know your child ➢ discuss, read, and obtain as much information as you can about the various methods What Current Research Does and Does Not Tell Us If you looked through scientific journals to try to determine what is the best communication method, you might soon find yourself feeling very confused. -
Summer Institute for Teachers of Deaf and Hard of Hearing Students
Summer Institute for Teachers of Deaf and Hard of Hearing Students Linda Cundy, Education Consultant Natalia Rohatyn, Doctoral Student, U of A Calgary, Alberta August 23, 2011 Objectives ¢ Understanding who the Deaf/Hard of Hearing (D/HH) student is ¢ Modifying Instructional Strategies ¢ Roles and Responsibilities ¢ Resources KWL Chart Guess the acronyms activity! Guess the Acronyms Activity ¢ ASL ¢ BAHA ¢ BICS ¢ CALP ¢ CASE ¢ FSCD ¢ ERECS ¢ HA ¢ REACH ¢ UDL Profile of a Deaf or HH Student ¢ Background – Family ¢ Communication ¢ Language Development ¢ Identity ¢ School experience BICS L1 CALP L1 BICS L2 CALP L2 Sample writing Me and Leah and Amy go swimming fun good Big swimming cool fun me like Swim finish go play fun 1,2,3 run fun finish me see Hello Leah and Amy go home Hello me go home cool. Me go Play Game fun. My own secret place is over by the beach in the dark, quiet cave. A little light coming out of the open door. I feel calm not too scared of the dark. I see many gulls walking with their webbed feet and many waves rushing through rocks. I hear nothing because I am deaf! ASL Proficiency and Reading achievement Native ASL Signers Not Native Signers Swiss Cheese Learning How a sentence is “heard” by a student with hearing loss A. spoken sentence by teacher B. sounds heard by student C. sounds speechread by student SPELLING TEST for you! Courtesy of communication in classrooms with D/HH students ¢ Hard of Hearing Students l Using the FM system l Sharing the microphone l Visual lines of communication ¢ Deaf Students l Using the Interpreter/Signing EA l Lag time l Visual lines of communication 15 MINUTE BREAK Universal Attitudes about Classroom Accommodations ¢ Multiple means of representation ¢ Multiple means of expression ¢ Multiple means of engagement Special Accommodations ¢ Sign Language Interpreter/ E.A. -
Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology
Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology The human mind is both extraordinary and compelling. But this is more than a collection of case studies; it is a selection of stories that illustrate some of the most extreme forms of human behaviour. From the leader who convinced his followers to kill themselves to the man who lost his memory; from the boy who was brought up as a girl to the woman with several personalities, Geoff Rolls illustrates some of the most fundamental tenets of psychology. Each case study has provided invaluable insights for scholars and researchers, and amazed the public at large. Several have been the inspiration for works of fiction, for example the story of Kim Peek, the real Rain Man. This new edition features three new case studies, including the story of Charles Decker who was tried for the attempted murder of two people but acquitted on the basis of a neurological condition, and Dorothy Martin, whose persisting belief in an impending alien invasion is an illuminating example of cognitive dissonance. In addition, each case study is contextualized with more typical behaviour, while the latest thinking in each sub-field is also discussed. Classic Case Studies in Psychology is accessibly written and requires no prior knowledge of psychology, but simply an interest in the human condition. It is a book that will amaze, sometimes disturb, but above all enlighten its readers. Downloaded by [New York University] at 06:54 14 August 2016 Geoff Rolls is Head of Psychology at Peter Symonds College in Winchester and formerly a Research Fellow at Southampton University, UK. -
21. Bibliografía
BIBLIOGRAFÍA1121 A) Material impreso y/o digitalizado Abergel, R. (s. d.): L’enfant sourd et la psychomôtricite. Hommage à Pereire. Mémoire présenté en vue de l’obtention du Certificat de capacité d‘orthophoniste (Memoria no publicada pre- sentada para la obtención del certificado de capacidad de ortofonista. Universidad Louis Pasteur. Facultad de Medicina. Strasbourg). Acquier, Marie-Laure (2000): «Los Tratados en prosa de Antonio López de Vega: aproxima- ción al discurso político en el siglo XVII», Cuadernos de Historia Moderna, n.º 24, 11-31, pp. 85-106. Aftonio, Elio Festo (1961): De metris, en H. Keil (ed.): Grammatici Latini, vol. VI, Hildes- heim, Olms; reimpr de la. 1.ª ed. de Leipzig, 1874, pp. 31-173. Aguado Díaz, A. L. (1995): Historia de las Deficiencias, Madrid, Escuela Libre Editorial (Col. Tesis y Praxis). Aguirre Lora, G. M. E. (dir./1993): Juan Amós Comenio: obra, andanzas, atmosferas en el IV centenario de su nacimiento. (1592-1992), Coyoacán, Centro de Estudios sobre la Universidad. Agulló y Cobo, Mercedes (1992): La imprenta y el comercio de libros en Madrid (siglos XVI- XVIII), Madrid, Universidad Complutense de Madrid. Ainscow, M. (2001): Desarrollo de escuelas inclusivas. Ideas propuestas y experiencias para mejorar las instituciones escolares, Madrid, Narcea. Alcuino de York (1851): Grammatica, en Frobenius (ed.): Opera omnia, en J.-P. Migne: Patro- logia Latina, vol. CI, Turnholti, Brepols, reimpr.de la 1.ª ed. de París, 1777, cols. 849-902. Aldea Vaquero, Quintín de (1986): España y Europa en el siglo XVII. Correspondencia de Saavedra Faxardo. 1631-1633, Madrid, CSIC. Alemán, Mateo (1609): Ortografía castellana, México, Jerónimo Balli.