DOCSLIB.ORG

New from BZERC Ben Zaidman Education Resource Centre – October 2016 Edition

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
New from BZERC Ben Zaidman Education Resource Centre – October 2016 Edition New from BZERC Ben Zaidman Education Resource Centre – October 2016 Edition http://www.7oaks.org/Resources/BZERC The Languages Edition Physical items from the BZERC collection can be reserved for next day delivery to your location or booked up to 1 year in advance. Work link: http://bit.ly/1K8X7VY Home link: http://bit.ly/1U0DQ9Z Sign-in to our online catalogue with your firstname.lastname. The password is your employee# Virtual (online) materials in this newsletter can be accessed directly from the links included or by going to the service and searching for the item. Login information for all online resources can be found on the BZERC portal page. This month’s featured treasures… How to keep your language alive 123 pages Amidst an epidemic of worldwide language loss, author Leanne Hinton and a group of dedicated language activists have created a master-apprentice program, a one-on- one approach to ensure that new speakers will take the place of those who are fluent in the world's languages. Here is a simple, structured series of exercises and activities designed to help you take advantage of the language-learning skills shared by all humans, along with advice to students and their mentors about how to succeed. Find the preview in our online catalogue. Webinar CVE (Connecting Videos to Education) 1 fichier vidéo (streaming video; 42m42s.) This archived webinar is led by education consultant Ann Quesnel, who demonstrates how CVE contains valuable resources in French and in English for students and educators at all levels - from kindergarten to university. CVE includes the following, and more: more than 6 200 videos for French, English and Spanish programs and teacher guides. Programs can be streamed at school or home. Create your own bookmarks, playlists and quizzes, and annotate your videos. Includes a powerful search engine with advanced search capabilities. (login and password on the BZERC portal page) http://cve.grics.qc.ca/en/20132/25872 The Fall edition of Green Teacher magazine is now available online. In this issue, read ten articles that will help you kick the year off with your best foot forward. From sensory tours with wearable cameras to role-playing food chains, and afterschool nature programs to generational care, get ready for ideas that will bring a lot of fun to Fall. Be prepared to harvest a unique learning experience like no other. Find the link to the magazine and the login on the BZERC portal page. https://portal.7oaks.org/Departments/bzerc/Pages/default.aspx What’s New @ BZERC October 2016 On DVD… Deafplanet.com. Season 1 60 min.; For ages 8-12 One day while goofing around in a museum rocket display, Max manages to launch himself into space and ends up in the home of Kendra, a resident of Deaf Planet. Produced in American Sign Language with voice- over, this DVD explores academic concepts in math and science in 10 episodes. Includes an ASL glossary of terms, a website demo and a behind-the-scenes look at ASL production on TV. Deafplanet is the first TV series and website in ASL. More on the website: www.deafplanet.com Aagindaasowin: Counting 1 to 10 in Ojibwe "This counting in Ojibwe 1 to 10 teaches children the Ojibwe number system through a video compiled using still images, graphics, music and the Ojibwe language. Children get to see the Ojibwe language used in today's format thus giving them the inspiration to speak the Ojibwe language." Additional features: An interactive game menu for children -- A karaoke song for the family ; A vocabulary section made especially for the parents/teachers of children. Akihtaasowin : counting 1 to 10 in Cree "This counting in Cree 1 to 10 teaches children the Cree number system through a video compiled using still images, graphics, music and the Cree language. Children get to see the Cree language used in today's format thus giving them the inspiration to speak the Cree language.". Additional features: An interactive game menu for children -- A vocabulary section made especially for the parents/teachers of children. The language of art : inquiry-based studio practices in early childhood settings Book (139 pages), DVD (27 min.), CD-ROM Helps early childhood programs incorporate inquiry-based practices into the classroom. Inspired by the Schools of Reggio Emilia, this book emphasizes investigation anchored by drawing, painting and other art media. DVD offers a range of art media experiences for exploring young children's ideas and involving their families. CD traces the year-long journey of a group of preschool children as they explore the life of a leaf. Max’s words 10 min.; For ages 4-9 When his brothers won't share their collections of stamps and coins, Max starts a collection of his own, made up of words. One word leads to another, and suddenly Max discovers he has a story worth telling - and sharing. Animated. What’s New @ BZERC October 2016 Abinoojiiwi nagamonan Thirteen well-known children's songs versioned into Anishinaabemowin. Abinoojii waabam abinoojii (To the tune of "Alouette") -- Bi-ayaa nimaamaa (To the tune of "She'll be coming around the mountain") -- Ambe ambe biindigen (To the tune of "Oh where, oh were has my little dog gone?") -- Niin niin ndoonishkaa (To the tune of "Row, row, row your boat") -- Aazha ninoondeskade (To the tune of "The farmer in the dell") -- Abinoojii onaakoshin (To the tune of "Rock-a-bye, baby") -- Niijiiwaagan animosh (To the tune of "Oh my darling, Clementine") -- Miinishin (To the tune of "This old man") -- Gidibishkam (To the tune of "Happy birthday") -- Aaandi iidog gaa-ni-izhaagwen (To the tune of "You are my sunshine") -- Aandi aandi (DTo the tune of "Twinkle, twinkle, little star") -- Daga webitaan (To the tune of "Old MacDonald") -- Nimishoomis (To the tune of "The wheels on the bus") Completing the circle: the story of Native languages in Manitoba Discusses how the history of the native people is reflected in their language. Elders of the native communities in Manitoba express their opinions on importance of their language as a part of their identity and heritage. Also native educators talk about the need for the young people in the community to learn their native language. Native day cares and schools are doing their part to teach the young people the language. In other words 27 min.; For teens Gay, lesbian, bisexual and transgendered teenagers discuss their responses to homophobic language. Additionally, slang, music media images and dictionary definitions are woven together to demonstrate how language shapes attitude. ESL super pack: starring the Standard Deviants 12 DVDs (26 min. ea.); For grades 4-12 Standard Deviants School is an educational and entertaining, lesson-based learning supplement based on the award-winning Standard Deviants teaching style. Written by award-winning English as Second Language instructors, each program in this series covers vocabulary as well as a different part of speech including pronouns, prepositions, and adjectives. Mastering the English language will seem easy for your class with the Standard Deviants! French super pack: starring the Standard Deviants DVD (104 min.); For grades 5-12 The Standard Deviants drop in on one of the world’s most fascinating languages French! We cover all the French fundamentals, from Qu'est que c'est to Enchanté! You'll learn about the French alphabet, pronunciation, vowels, and verbs. You'll even catch a few small talk phrases to keep the conversation flowing. What’s New @ BZERC October 2016 On Audio CD… Anishinaabe Christmas / featuring Lawrence "Teddy Boy" Houle Ten common Christmas songs sung in Ojibwe. Jingle bells -- O come all ye faithful -- Hark the herald angels sing -- It came upon a midnight clear -- Silent night -- Joy to the world -- O little town of Bethlehem -- Ruldolph the red nose reindeer -- Away in a manger -- The firs noël. French made easier: useful vocabulary and expression for teachers of basic French = Simple comme bonjour: vocabulaire et expressions utiles pour l'enseignant de français de base / un production de Education, Formation professionnelle et Jeunesse Manitoba A supplement to the basic French curriculum for K to 6. Designed to assist teachers with basic vocabulary and expressions in French. For grades K-6 African party Famou (remix danse) (Sekouba Bambino) (Guinea) (5:34) --Perenperen (Macireþ Sylla) (Guinea) (5:18) --Samba samba (BoPol Mansiamimina) (Congo) (4:38) --Kunze kwadoka (Oliver Mtukudzi) (Zimbabwe) (5:30) -- Tougna fo (Go de Koteba) (Ivory Coast) (4:27) --Mwafwako (Mapumba) (Congo/South Africa) (3:08) --Vami duwe (Kotoja) (Nigeria/USA) (5:17) -- Nguva yekufara (Chiwoniso) (Zimbabwe) (4:32) --Rhumba all the way (Louis Mhlanga) (South Africa) (5:38) --Mulemba xangola (Bonga) (Angola) (5:22). Games and Flashcards… Fruits and veggies: flashcards on CD Flashcards on CD presents a new way to introduce and reinforce vocabulary. They can be used in any foreign language classroom, projected onto a whiteboard and be used in multiple ways. All images are also printable. Descriptive words for each image are printed on the back of the case in English, Spanish, French and German. Other titles available: Body parts – Seasons and weather – Kitchen – Classroom nouns – Clothing – Food -- Household ¡Hola Clara! : apprendre facilement espagnol = Spanish, learn easily Box includes 1 instruction guide, 500 cards ; Ages 7 to 77, for one or more players A game for French or English speakers learning Spanish. http://www.holaclara.com What’s New @ BZERC October 2016 eBooks and Bound Books… Word racing: games to play at language camps Print (168 pages) This collection of games can be used by those who teach a second language to adults and children outside in a camp setting or in a family living room. Apart from their usefulness in classrooms, these games are fun to play at both children's and adult parties.
Load more

Recommended publications
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • The Manual Alphabet
    The Manual Alphabet Aa Bb Cc Thumb up, other fingers against Thumb lines up with index or All of the fingers are curved, palm palm middle finger. faces out Dd Ee Ff Thumb touches middle finger. Thumb under index and middle Thumb and index finger touch, Index up. finger others up and apart. Gg Hh Ii Palm faces you, index and Palm faces you, thumb, index Pinky finger up, thumb rest on thumb horizontal and middle finger horizontal index finger. Jj Kk Ll Pinky finger up (i), and the Index up, middle finger out, Index finger up and thumb out, “I”moves down, in, and curves thumb on inside knuckle of forming an imaginary “L” up. middle finger Mm Nn Oo Index, middle and ring finger Index and middle drape over All fingers curved with the tips of over thumb. Thumb on pinky thumb, and thumb on knuckle the index and thumb touching. knuckle of the ring finger. Pp Qq Rr Similar to “K”, but the palm Similar to G, but the palm Index in front of middle finger. faces down, with the middle faces down. Thumb rest on knuckle of ring finger pointing to the floor. finger Ss Tt Uu Fingers clinched in a “fist,” Thumb juts up, between index Index and middle finger up and with thumb on the knuckles of and middle finger. Index together, thumb on knuckle of index and middle finger curves over thumb. ring finger Vv Ww Xx Index and middle finger up Index, middle and ring fingers The fingers clinched in a fist, and apart, thumb on knuckle up and apart, thumb resting on index finger up and bent, like a of ring finger the pinky nail “hook,” and thumb on the knuckles of index and middle finger.
    [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]
  • Guideline for Working with Students Who Are Deaf and Hard of Hearing
    Guidelines for Working with Students Who Are Deaf and Hard of Hearing in Virginia Public Schools The Virginia Department of Education Department of Special Education and Student Services with The Partnership for People with Disabilities Virginia Commonwealth University Revised September 2019 Copyright © 2019 This document can be reproduced and distributed for educational purposes. No commercial use of this document is permitted. Contact the Virginia Department of Education, Department of Special Education and Student Services prior to adapting or modifying this document for non-commercial purposes. This document can be found at the Virginia Department of Education (VDOE) website. Type the title in the “Search” box. The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, age political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities. TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................................ ii ACKNOWLEDGMENTS .......................................................................................................... vi KEY TO ACRONYMS USED IN THIS DOCUMENT ......................................................... viii INTRODUCTION ....................................................................................................................... 1 Law and Regulations ..............................................................................................................
    [Show full text]
  • A Comparative Study of the Effects of the Makaton Vocabulary and a Language Stimulation Programme on the Communicaiton Abilities of Mentally Handicapped Adults
    A COMPARATIVE STUDY OF THE EFFECTS OF THE MAKATON VOCABULARY AND A LANGUAGE STIMULATION PROGRAMME ON THE COMMUNICAITON ABILITIES OF MENTALLY HANDICAPPED ADULTS Elenor M Birkett Department of English Language, University of Glasgow Degree of M.Litt. December 1984 ACKNOWLEDGEMENTS I am most grateful to Dr M.K.C. MacMahon (Department of English Language), who has provided advice and support for my efforts from start to finish, and to Dr. A.W. Shirley (Department of Psychology) for his invaluable statistical assistance. There are also a number of colleagues to whom thanks are due: to Clinical Psychologists, James Furnell and June McDermont, for administering one of the assessments; to Paul Dickens, who provided sympathetic advice; to fellow Speech Therapists, Gail Robertson and Moira Bankier, for their support; and to Margaret Walker and other representatives of the Makaton Vocabulary Development Project for their interest and advice. I would also like to express my gratitude to the hospital staff of both the Royal Scottish Hospital and Lynebank Hospital for their co-operation, and in particular to Janet Scott of the Speech Therapy Department at Lynebank. In addition, I am most grateful to the twenty-four patients who readily took part in the study, and without whom this project would never have taken place. Finally, I must express thanks to Lynne and John Wallis for patiently typing this project; to Joan Clarke for lovingly caring for my daughter whilst I worked; to my parents for their help. I also thank my two daughters Claire and Zoë, who have tolerated their Mum’s pre- occupation with work.
    [Show full text]
  • MRID-Self-Paced-Manu
    Minnesota Registry of interpreters for the Deaf Self-paced Modules for Educational Interpreter Skill Development These self-paced learning modules are designed to be tools that educational interpreters can use to enhance their skills in pursuit of certification. Successful completion of this module series does not guarantee the interpreter will successfully obtain certification from the National Registry of Interpreters for the Deaf (RID) or any other certifying body, nor does it guarantee employment in an educational setting. Any interpreter working with these modules must understand that the Minnesota RID, RID and/or Minnesota Department of Children, Families and Learning are not responsible for an interpreter's success or failure in taking any national certification test or in his or her pursuit of employment. MRID, 1996 Fingerspelling Table of Contents I. Goals and Objectives ...................................... 4 I1. Equipment and Materials ................................ 5 /I/. Time.lllllllllIIIImIIIImIm..IIIIII.m.m.m............... 6 lkI Pre-Test ........................................................... 7 V; Overview and Ac fivities A. Uses of fingerspelling.........................I.....m........... f2 k? . Types of fingerspelling ......................................... f3 C. English to ASL ........m.......I1.....................n........... 16 DmTransliteration ...................................................... 20 E. ASL to English ....................................................... 22 Vl. Post-Test ~~~~~~~~~~~~~~~~~~~~~~~~~~~.~~~~~.~~~~~~..~~~~~~.~.~~~~29
    [Show full text]
  • Annual Report 2019 Dolly © NJ Wight Help Us Secure Their Future
    Annual Report 2019 Dolly © NJ Wight Help Us Secure Their Future HelpLIFETIME CAREUs FUND Secure Their Future Established in 2007, the Fauna Lifetime Care Fund is our promise to the Fauna chimpanzees for a lifetime of the quality care they so deserve. MONTHLY DONATION Please email us at [email protected] to set up this form of monthly giving via cheque or credit card. ONLINE • CanadaHelps.org, enter the searchtype, charity name: Fauna Foundation and it will take you directly to the link. • FaunaFoundation.org, donate via PayPal PHONE 450-658-1844 FAX 450-658-2202 MAIL Fauna Foundation 3802 Bellerive Carignan,QC J3L 3P9 They need our help—not just today but tomorrow too. Toby © Jo-Anne McArthur Toby Help me keep my promise to them. Your donation today in whatever amount you can afford means so much! Billing Information Payment Information Name: ________________________________________________ o $100 o $75 o $50 o $25 o Other $ ______ Address: ______________________________________________ o Check enclosed (payable to Fauna) City: ___________________Province/State: _________________ o Visa o Mastercard Postal Code/Zip Code:__________________________________ o o Tel: (____)_____________________________________________ Monthly pledge $ ______ Lifetime Care Fund $ ______ Email: ________________________________________________ Card Number: ______________________________________ In o honor of or in o memory of ___________________________ Exp: ___/___/___ Signature: __________________________ Or give online at www.faunafoundation.org and
    [Show full text]
  • Through Deaf Eyes Weta and Florentine Films/Hott Productions, Inc
    THROUGH DEAF EYES WETA AND FLORENTINE FILMS/HOTT PRODUCTIONS, INC. JANUARY 10, 2007 THIS SCRIPT INCORPORATES THE CORRECTED NARRATION. ###MARKS THE BEGINNING AND ENDING OF OPEN CAPTION SECTIONS. THESE SECTIONS DO NOT REQUIRE CLOSED CAPTIONS. Words Appear: “The following program is available in high-definition TV.” Now, Actor and Director CJ Jones signs as he speaks. CJ JONES: I was driving down on the freeway, oh it was a beautiful day. All the birds were flying and all the birds were singing and all the birds dropping, hey you, quack quack quack, I got you. He swerves and shows a bird hitting his face, then falling. All of a sudden I look through the rear view mirror, the guy behind me was so angry, honk, honk, honk. “Hey you, what are you deaf, huh?” Well that makes me angry, of course I’m deaf and proud. So I step on the gas. Oh, by the way I have a Mercedes 500 ACL. I’m rich and deaf, thank you very much. Finally I caught up with that car. Automatic window. It rolls down. Hey you, what are you hearing, huh? I. King Jordan, former president, Gallaudet University, signs as he speaks. I. KING JORDAN: When you talk to people who can hear and you ask them what do you think it would be like to be a deaf person? Then all of their thinking is well, I couldn’t do this. Can’t, can’t, can’t, can’t, can’t. They would start listing all the things they can’t do.
    [Show full text]
  • Technology for Supporting Web Information Search and Learning in Sign Language
    Interacting with Computers 21 (2009) 243–256 Contents lists available at ScienceDirect Interacting with Computers journal homepage: www.elsevier.com/locate/intcom Technology for supporting web information search and learning in Sign Language Inmaculada Fajardo a,*, Markel Vigo b, Ladislao Salmerón a a Department of Developmental and Educational Psychology, University of Valencia, Blasco Ibañez, 26010 Valencia, Spain b Department of Computer Architecture and Technology, University of the Basque Country, Manuel Lardizabal 1, 20018 San Sebastian, Spain article info abstract Article history: Sign Languages (SL) are underrepresented in the digital world, which contributes to the digital divide for Received 1 October 2008 the Deaf Community. In this paper, our goal is twofold: (1) to review the implications of current SL gen- Received in revised form 9 March 2009 eration technologies for two key user web tasks, information search and learning and (2) to propose a Accepted 12 May 2009 taxonomy of the technical and functional dimensions for categorizing those technologies. The review Available online 21 May 2009 reveals that although contents can currently be portrayed in SL by means of videos of human signers or avatars, the debate about how bilingual (text and SL) versus SL-only websites affect signers’ compre- Keywords: hension of hypertext content emerges as an unresolved issue in need of further empirical research. The Web accessibility taxonomy highlights that videos of human signers are ecological but require a high-cost group of experts Deafness Sign Language to perform text to SL translations, video editing and web uploading. Avatar technology, generally associ- Information search ated with automatic text-SL translators, reduces bandwidth requirements and human resources but it e-Learning lacks reliability.
    [Show full text]