Pub Date : 2024-02-27DOI: 10.1353/sls.2024.a920107
Ronnie B. Wilbur
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> A Linguist Informs Deaf Education with Sign Language Research <!-- /html_title --></li> <li> Ronnie B. Wilbur (bio) </li> </ul> <p>I<small>n</small> 1970, as a graduate student in linguistics (theoretical phonology, typology) at University of Illinois, Urbana-Champaign (UIUC), I needed a job and was hired by Professor Stephen P. Quigley in the Special Education Department to manage a huge federally funded project investigating problems that deaf children had learning English. I got the job because I already had extensive experience programming computers to conduct large-scale data analysis and familiarity with morphophonological structures in multiple Native American, African, and Austronesian languages.</p> <p>When Quigley told me that deaf children had problems learning English due to interference from sign language, my first research program emerged: proving him wrong. I already knew from psycholinguistics class that less than 20 percent of second language learning errors could be attributed to the first language (work by Dulay and Burt 1974). Given that the grammatical structure of what we now call American Sign Language (ASL) was virtually unknown, this meant that the focus of my research was to find explanations for the remaining errors observed in deaf children's written language. This led to a series of eleven publications from 1973 to 1989 focused specifically on providing explanations for difficulties with different syntactic structures of English (verbs, conjunctions, pronouns, determiners, <strong>[End Page 275]</strong> relative clauses, etc.). During the course of this project, I met many people involved in the Deaf education field and four important sign language research founders, colleagues, and friends: Ursula Bellugi (who visited us in Illinois), Edward Klima (when I visited them in La Jolla), Robert Hoffmeister (who was involved in data collection for the project while he was a graduate student in Minnesota), and William Stokoe in connection with <em>Sign Language Studies</em>.</p> <p>In 1971, I presented the first project paper at the (then) American Speech and Hearing Association (ASHA) in Chicago, in what became a string of thirty-one presentations over twenty-two straight years, as I attempted to convince professionals in communication disorders, speech pathology, and audiology that knowledge of sign language was not the source of deaf students' difficulties with English. The response from ASHA was very positive (not so much the A. G. Bell Association) and is likely the reason I am currently half in the Department of Speech, Language, and Hearing Sciences and half in the Department of Linguistics at Purdue. Around the same time, in 1973 at the Linguistic Society of America (LSA) conference in San Diego, there was a special session on "Language of the Deaf," chaired by Ursula Bellugi, in which I present
以下是内容的简要摘录，以代替摘要： 一位语言学家通过手语研究为聋人教育提供信息 Ronnie B. Wilbur（简历 1970 年，我在伊利诺伊大学厄巴纳-香槟分校（UIUC）攻读语言学（理论语音学、类型学）研究生，当时我需要一份工作，于是被特殊教育系的斯蒂芬-奎格利（Stephen P. Quigley）教授聘用，负责管理一个由联邦政府资助的大型项目，调查聋哑儿童学习英语的问题。我之所以能得到这份工作，是因为我已经有了丰富的计算机编程经验，可以进行大规模的数据分析，并熟悉多种美洲土著语、非洲语和南岛语的形态音素结构。当奎格莱告诉我聋哑儿童学习英语有问题是由于手语的干扰时，我的第一个研究计划就出现了：证明他是错的。我在心理语言学课上已经知道，只有不到 20% 的第二语言学习错误可以归因于第一语言（杜雷和伯特 1974 年的研究成果）。鉴于我们现在所说的美国手语（ASL）的语法结构几乎不为人所知，这意味着我的研究重点是为聋儿书面语中观察到的其余错误找到解释。因此，从 1973 年到 1989 年，我共发表了 11 篇文章，专门针对不同的英语句法结构（动词、连词、代词、定语从句、[第 275 页结束]相对从句等）提供解释。在这个项目的过程中，我结识了许多聋人教育领域的相关人士和四位重要的手语研究创始人、同事和朋友：乌苏拉-贝鲁吉（Ursula Bellugi，曾在伊利诺伊州拜访过我们）、爱德华-克里马（Edward Klima，我在拉霍亚拜访他们时）、罗伯特-霍夫迈斯特（Robert Hoffmeister，他在明尼苏达州读研究生时参与了该项目的数据收集工作）以及与手语研究有关的威廉-斯托克（William Stokoe）。1971 年，我在芝加哥举行的（当时的）美国言语与听力协会（ASHA）上发表了第一篇项目论文，之后连续 22 年发表了 31 篇论文，试图说服交流障碍、言语病理学和听力学领域的专业人士，手语知识并不是聋哑学生学习英语困难的根源。美国聋人协会（ASHA）的反应非常积极（贝尔协会（A. G. Bell Association）的反应就没那么积极了），这可能也是我目前一半在普渡大学言语、语言和听力科学系，一半在语言学系的原因。大约在同一时间，1973 年在圣地亚哥举行的美国语言学会（LSA）会议上，有一个由乌苏拉-贝鲁吉（Ursula Bellugi）主持的关于 "聋人语言 "的特别会议，我在会上就聋哑儿童在英语中遇到的代词问题与 ASL 中清晰的代词标记系统进行了比较，提出的论点是，ASL 知识并不是造成他们问题的原因，而是课堂上如何教他们与此有关。南希-弗里什伯格（Nancy Frishberg）（历史变迁）、罗宾-巴蒂森（Robbin Battison）（语音删除）、哈里-马科维茨（Harry Markowicz）（与罗宾合作，手语失语症与神经语言学）、詹姆斯-伍德沃德（James Woodward）（社会语言学隐含变异）和苏珊-费舍尔（Susan Fischer）（ASL动词转折及其习得）也发表了关于 ASL 的论文。1975 年，我在南加州大学和加州大学洛杉矶分校的洛杉矶分校学习了一年，在那里，我有幸得到了加州州立大学北岭分校聋人社区的 ASL 援助。之后，我来到波士顿大学，在那里的五年里，我所在的系曾多次更名，工作重点也发生了变化--特殊教育系、阅读与语言发展系和应用心理语言学系。除了来自聋人社区的巨大支持外，这份工作没有任何地方适合我。有一年，我担任了聋人教育项目的临时主任 [尾页 276]，并有幸聘请鲍勃-霍夫迈斯特（Bob Hoffmeister）接任这一职位。哈伦-莱恩向我开放了他的实验室和他的家，这让我在波士顿的日子过得很愉快（除了出色的研究生之外）。哈伦给了我一把他在东北大学实验室的钥匙，现在他的实验室里有罗宾-巴蒂森（Robbin Battison），他还把我介绍给弗朗索瓦-格罗斯让（François Grosjean）、哈特穆特（Hartmut）和珍妮丝-特伯（Janice Teuber）、凯里-格林（Kerry Green）、吉姆-斯通吉斯（Jim Stungis）等人。我也很幸运能够...
{"title":"A Linguist Informs Deaf Education with Sign Language Research","authors":"Ronnie B. Wilbur","doi":"10.1353/sls.2024.a920107","DOIUrl":"https://doi.org/10.1353/sls.2024.a920107","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <ul> <li><!-- html_title --> A Linguist Informs Deaf Education with Sign Language Research <!-- /html_title --></li> <li> Ronnie B. Wilbur (bio) </li> </ul> <p>I<small>n</small> 1970, as a graduate student in linguistics (theoretical phonology, typology) at University of Illinois, Urbana-Champaign (UIUC), I needed a job and was hired by Professor Stephen P. Quigley in the Special Education Department to manage a huge federally funded project investigating problems that deaf children had learning English. I got the job because I already had extensive experience programming computers to conduct large-scale data analysis and familiarity with morphophonological structures in multiple Native American, African, and Austronesian languages.</p> <p>When Quigley told me that deaf children had problems learning English due to interference from sign language, my first research program emerged: proving him wrong. I already knew from psycholinguistics class that less than 20 percent of second language learning errors could be attributed to the first language (work by Dulay and Burt 1974). Given that the grammatical structure of what we now call American Sign Language (ASL) was virtually unknown, this meant that the focus of my research was to find explanations for the remaining errors observed in deaf children's written language. This led to a series of eleven publications from 1973 to 1989 focused specifically on providing explanations for difficulties with different syntactic structures of English (verbs, conjunctions, pronouns, determiners, <strong>[End Page 275]</strong> relative clauses, etc.). During the course of this project, I met many people involved in the Deaf education field and four important sign language research founders, colleagues, and friends: Ursula Bellugi (who visited us in Illinois), Edward Klima (when I visited them in La Jolla), Robert Hoffmeister (who was involved in data collection for the project while he was a graduate student in Minnesota), and William Stokoe in connection with <em>Sign Language Studies</em>.</p> <p>In 1971, I presented the first project paper at the (then) American Speech and Hearing Association (ASHA) in Chicago, in what became a string of thirty-one presentations over twenty-two straight years, as I attempted to convince professionals in communication disorders, speech pathology, and audiology that knowledge of sign language was not the source of deaf students' difficulties with English. The response from ASHA was very positive (not so much the A. G. Bell Association) and is likely the reason I am currently half in the Department of Speech, Language, and Hearing Sciences and half in the Department of Linguistics at Purdue. Around the same time, in 1973 at the Linguistic Society of America (LSA) conference in San Diego, there was a special session on \"Language of the Deaf,\" chaired by Ursula Bellugi, in which I present","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"273 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139977751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.1353/sls.2024.a920109
Benjamin Bahan, Carol Padden, Ted Supalla, Lars Wallin
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> A Conversation among Four Deaf Linguists <!-- /html_title --></li> <li> Benjamin Bahan (bio), Carol Padden (bio), Ted Supalla (bio), and Lars Wallin (bio) </li> </ul> <p>I<small>n</small> O<small>ctober of 2022</small>, the four of us—Ben Bahan, Carol Padden, Ted Supalla, and Lars Wallin—began a series of free-ranging conversations about how we built our linguistic careers as the new field of sign language studies was dawning. We were among those deaf scientists who wrote our doctoral dissertations on sign language structure after the 1965 publication of the <em>Dictionary of the American Sign Language</em> by William Stokoe, Dorothy Casterline, and Carl Croneberg. Ted Supalla received his PhD in 1982, and his dissertation was one of the first on the structure of American Sign Language (ASL). Carol followed in 1983, also completing a dissertation on ASL structure. Lars Wallin completed his in 1994 on Swedish Sign Language (SSL) and Ben Bahan, two years later in 1996, adding to the growing number of dissertations on ASL. Carol, Ben, and Ted were PhD students at American universities (UC San Diego and Boston University), while Lars completed his PhD at Stockholm University. Throughout our conversation, we compared notes about doctoral studies in the United States and Europe.</p> <p>We held three video conversations over a period of two months. After the second conversation, we decided to focus on three key questions: <strong>[End Page 290]</strong></p> <br/> Click for larger view<br/> View full resolution Figure 1. <p>Lars Wallin and Carol Padden (top row) with Ben Bahan and Ted Supalla (bottom row) in their 2022 Zoom conversation.</p> <p></p> <ol> <li> <p>1. How did we choose to enter the field of linguistics and the study of human language and cognition?</p> </li> <li> <p>2. How did we build our careers, beginning with our PhD training, given that there were almost no deaf or hearing models of how to be a sign language linguist?</p> </li> <li> <p>3. What challenges do we see still ahead for young deaf scholars planning their own careers in science?</p> </li> </ol> <p>What follows is extracted from a transcription of our signed conversation, edited for continuity and clarity—as well as keeping us on track. It was amusing, but also sobering, when we looked back at our early struggles to become scientists. We labored to make connections between what we learned about spoken languages to what we intuitively understood about our sign languages. There were few publications we could read about ASL, SSL, or any other sign language, and even fewer tools for deep analysis of sign language structure. More fundamentally, we had no deaf models for who we were trying to become. Looking back, we now see more clearly than we did as young students that our hearing advisors and mentors—some of whom are now deceased—likewise had few models for h
以下是内容的简要摘录，以代替摘要： 四位聋人语言学家的对话 本杰明-巴汉（Benjamin Bahan）（简历）、卡罗尔-帕登（Carol Padden）（简历）、特德-苏帕拉（Ted Supalla）（简历）和拉尔斯-瓦林（Lars Wallin）（简历） 2022 年 10 月，我们四人--本-巴汉、卡罗尔-帕登、特德-苏帕拉和拉尔斯-瓦林--开始了一系列自由对话，讨论在手语研究这一新领域曙光初现之时，我们是如何开创自己的语言学事业的。1965 年，威廉-斯托克（William Stokoe）、多萝西-卡斯特莱恩（Dorothy Casterline）和卡尔-克隆伯格（Carl Croneberg）编著的《美国手语词典》（Dictionary of the American Sign Language）出版后，我们与其他聋人科学家一起撰写了关于手语结构的博士论文。泰德-苏帕拉于 1982 年获得博士学位，他的论文是最早关于美国手语（ASL）结构的论文之一。随后，卡罗尔于 1983 年也完成了关于 ASL 结构的论文。1994 年，拉尔斯-沃林完成了关于瑞典手语 (SSL) 的博士论文；两年后，1996 年，本-巴汉完成了关于瑞典手语 (SSL) 的博士论文。卡罗尔、本和特德都是美国大学（加州大学圣地亚哥分校和波士顿大学）的博士生，而拉尔斯则是在斯德哥尔摩大学完成的博士学位。在整个交谈过程中，我们就美国和欧洲的博士学习情况进行了比较。在两个月的时间里，我们进行了三次视频对话。第二次对话后，我们决定重点讨论三个关键问题：[点击查看大图 查看完整分辨率 图 1.Lars Wallin 和 Carol Padden（上排）与 Ben Bahan 和 Ted Supalla（下排）在 2022 Zoom 对话中。 1.我们是如何选择进入语言学领域并研究人类语言和认知的？ 2.鉴于几乎没有聋人或健听人如何成为手语语言学家的范例，我们是如何从博士培训开始建立自己的事业的？ 3.我们认为年轻的聋人学者在规划自己的科学事业时还会面临哪些挑战？ 以下内容摘自我们的手语对话记录，经过编辑以保持连续性和清晰度，同时也使我们的谈话不偏离轨道。当我们回顾自己早年为成为科学家而进行的奋斗时，既感到有趣，又不禁肃然起敬。我们努力将所学的口语知识与我们对手语的直觉理解联系起来。当时，我们能读到的有关 ASL、SSL 或其他手语的出版物很少，能对手语结构进行深入分析的工具更是少之又少。更重要的是，我们没有聋人模型来说明我们要成为什么样的人。现在回想起来，我们比年轻学生时更清楚地看到，我们的听力顾问和导师--他们中的一些人现在已经去世了--在如何与我们或任何聋人学生或任何手语合作方面几乎没有任何模式可循。我们犯过错误，但我们都想做好科学。这就是在我们有生之年聋人参与的新兴科学的坦诚历史。[当我们回顾自己漫长的职业生涯时，我们对每一代聋人和听力科学家在手语及其社区方面所做的大量而丰富的工作感到敬畏。现在，手语研究几乎遍及全球每一个角落，涉及众多不同的研究小组，其数据之多、发现之多、出版物和视频之多，是我们在上世纪八九十年代无法想象的。我们希望，我们在这里分享的我们的生活，将使这个世界上有关聋人和听人的科学研究更加人性化。卡罗尔-帕登：我在高中时就知道自己想从事语言学方面的工作。我的母亲在加劳德特大学教授英语文学，我把她视为一个很好的榜样。我知道我想研究语言，但直到我遇到一个人，他谈到语言学是一个新兴领域时，我才意识到这就是我想做的，一门研究语言的科学。我想，1972 年我十六七岁的时候，有人第一次用手指拼出了语言学这个词。我听说过...
{"title":"A Conversation among Four Deaf Linguists","authors":"Benjamin Bahan, Carol Padden, Ted Supalla, Lars Wallin","doi":"10.1353/sls.2024.a920109","DOIUrl":"https://doi.org/10.1353/sls.2024.a920109","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <ul> <li><!-- html_title --> A Conversation among Four Deaf Linguists <!-- /html_title --></li> <li> Benjamin Bahan (bio), Carol Padden (bio), Ted Supalla (bio), and Lars Wallin (bio) </li> </ul> <p>I<small>n</small> O<small>ctober of 2022</small>, the four of us—Ben Bahan, Carol Padden, Ted Supalla, and Lars Wallin—began a series of free-ranging conversations about how we built our linguistic careers as the new field of sign language studies was dawning. We were among those deaf scientists who wrote our doctoral dissertations on sign language structure after the 1965 publication of the <em>Dictionary of the American Sign Language</em> by William Stokoe, Dorothy Casterline, and Carl Croneberg. Ted Supalla received his PhD in 1982, and his dissertation was one of the first on the structure of American Sign Language (ASL). Carol followed in 1983, also completing a dissertation on ASL structure. Lars Wallin completed his in 1994 on Swedish Sign Language (SSL) and Ben Bahan, two years later in 1996, adding to the growing number of dissertations on ASL. Carol, Ben, and Ted were PhD students at American universities (UC San Diego and Boston University), while Lars completed his PhD at Stockholm University. Throughout our conversation, we compared notes about doctoral studies in the United States and Europe.</p> <p>We held three video conversations over a period of two months. After the second conversation, we decided to focus on three key questions: <strong>[End Page 290]</strong></p> <br/> Click for larger view<br/> View full resolution Figure 1. <p>Lars Wallin and Carol Padden (top row) with Ben Bahan and Ted Supalla (bottom row) in their 2022 Zoom conversation.</p> <p></p> <ol> <li> <p>1. How did we choose to enter the field of linguistics and the study of human language and cognition?</p> </li> <li> <p>2. How did we build our careers, beginning with our PhD training, given that there were almost no deaf or hearing models of how to be a sign language linguist?</p> </li> <li> <p>3. What challenges do we see still ahead for young deaf scholars planning their own careers in science?</p> </li> </ol> <p>What follows is extracted from a transcription of our signed conversation, edited for continuity and clarity—as well as keeping us on track. It was amusing, but also sobering, when we looked back at our early struggles to become scientists. We labored to make connections between what we learned about spoken languages to what we intuitively understood about our sign languages. There were few publications we could read about ASL, SSL, or any other sign language, and even fewer tools for deep analysis of sign language structure. More fundamentally, we had no deaf models for who we were trying to become. Looking back, we now see more clearly than we did as young students that our hearing advisors and mentors—some of whom are now deceased—likewise had few models for h","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.1353/sls.2024.a920123
Trude Schermer
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> A Tale of Sign Language Dictionary Making in the Netherlands <!-- /html_title --></li> <li> Trude Schermer (bio) </li> </ul> <h2>How It Started</h2> <p>It was a beautiful fall afternoon in 1977 when I walked into one of the classrooms of the University of Amsterdam located in the Oudemanhuispoort. I was twenty-two, a student of Dutch language and literature about to start a second major, general linguistics.</p> <p>One of my first introductions to this new field was a lecture by Professor Bernard Tervoort. As one of the founders of the new department, he was well known for his research on the communication of deaf children in the Netherlands (Tervoort 1953). He could also captivate his audience with numerous stories about his research from both the Netherlands and the United States.</p> <p>His lecture was about the strictly oral education of deaf children in the Netherlands.</p> <p>The main priority within deaf education in the Netherlands for almost a century was for deaf pupils to become—as much as possible—hearing people. The main focus in deaf education was therefore on learning how to speak and lipread. There was no mention at all, of course, of sign language being used. This has had consequences for the status of sign language, in the eyes of both deaf and hearing people: a sign language did not exist in a linguistic sense in the Netherlands, despite the fact that deaf people around the schools for the deaf have been using sign language at least since 1790, when the <strong>[End Page 464]</strong> first school for the deaf was established in Groningen by Henri Daniël Guyot (Betten 1990).</p> <p>Tervoort's lecture would shape my plans for the future. I was taken aback by the fact that deaf pupils were not allowed to use their language in schools, that their teachers were all hearing who did not understand signing, and that their spoken language development was very much delayed compared to their hearing peers. I was puzzled. Catherine Snow, an American professor of language development at the Department of General Linguistics had told us about the importance of early mother-child interaction for the development of language. Would this not apply to deaf children as well?</p> <p>In the same period, a new director was appointed at the Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK),<sup>1</sup> Truus van der Lem.<sup>2</sup> She was also puzzled by the fact that parents were not allowed to use signing with their children, given the poor results of deaf education at that time (Conrad 1979) and decided to start working together with the University of Amsterdam. The collaboration opened up research possibilities for master's students, which made it possible for me to study communication between hearing mothers and their deaf babies using video.</p> <p>During this process, I had more and more questions and fewer
{"title":"A Tale of Sign Language Dictionary Making in the Netherlands","authors":"Trude Schermer","doi":"10.1353/sls.2024.a920123","DOIUrl":"https://doi.org/10.1353/sls.2024.a920123","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <ul> <li><!-- html_title --> A Tale of Sign Language Dictionary Making in the Netherlands <!-- /html_title --></li> <li> Trude Schermer (bio) </li> </ul> <h2>How It Started</h2> <p>It was a beautiful fall afternoon in 1977 when I walked into one of the classrooms of the University of Amsterdam located in the Oudemanhuispoort. I was twenty-two, a student of Dutch language and literature about to start a second major, general linguistics.</p> <p>One of my first introductions to this new field was a lecture by Professor Bernard Tervoort. As one of the founders of the new department, he was well known for his research on the communication of deaf children in the Netherlands (Tervoort 1953). He could also captivate his audience with numerous stories about his research from both the Netherlands and the United States.</p> <p>His lecture was about the strictly oral education of deaf children in the Netherlands.</p> <p>The main priority within deaf education in the Netherlands for almost a century was for deaf pupils to become—as much as possible—hearing people. The main focus in deaf education was therefore on learning how to speak and lipread. There was no mention at all, of course, of sign language being used. This has had consequences for the status of sign language, in the eyes of both deaf and hearing people: a sign language did not exist in a linguistic sense in the Netherlands, despite the fact that deaf people around the schools for the deaf have been using sign language at least since 1790, when the <strong>[End Page 464]</strong> first school for the deaf was established in Groningen by Henri Daniël Guyot (Betten 1990).</p> <p>Tervoort's lecture would shape my plans for the future. I was taken aback by the fact that deaf pupils were not allowed to use their language in schools, that their teachers were all hearing who did not understand signing, and that their spoken language development was very much delayed compared to their hearing peers. I was puzzled. Catherine Snow, an American professor of language development at the Department of General Linguistics had told us about the importance of early mother-child interaction for the development of language. Would this not apply to deaf children as well?</p> <p>In the same period, a new director was appointed at the Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK),<sup>1</sup> Truus van der Lem.<sup>2</sup> She was also puzzled by the fact that parents were not allowed to use signing with their children, given the poor results of deaf education at that time (Conrad 1979) and decided to start working together with the University of Amsterdam. The collaboration opened up research possibilities for master's students, which made it possible for me to study communication between hearing mothers and their deaf babies using video.</p> <p>During this process, I had more and more questions and fewer","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1353/sls.2024.a950716
Diane Brentari, Rabia Ergin, Ann Senghas, Marie Coppola
In this article, we compare two languages that are approximately fifty years old-Central Taurus Sign Language (CTSL) and Lengua de Señas Nicaragüense (LSN)-by employing two studies. Study 1 analyzes emerging phonology, specifically the size and complexity of the handshape inventories of the two languages, and Study 2 analyzes emerging information packaging in complex predicates, specifically for agency and number. In both studies, we compare data across three groups of CTSL signers and three groups of Nicaraguan signers. The results of both studies show variation across languages and cohorts; the patterns of variation, we argue, are grounded in factors of community size, contact among signers, and the sociocultural makeup of the community, factors that are used in large typological studies on spoken languages. The main findings are as follows: (1) The patterns observed across the Nicaraguan groups display more variation than those across the CTSL groups and (2) The variation among Nicaraguan groups demonstrate that homesigns exhibit a wide range of forms that were pared down in the first decade of LSN and developed and reorganized during LSN's second decade. We suggest that a more precise and nuanced manner of describing sign language communities that considers the following is needed: (1) the degree to which the cultural practices are shared; (2) the size of the deaf community; (3) the ratio of deaf signers to hearing L2 signers; and (4) the rate that new child learners are added. We also call for more comparative work on new sign languages that will assist in determining the effects and interactions of factors of interest to researchers of signed and spoken languages.
在这篇文章中，我们通过两项研究来比较两种大约50年前的语言——中央金牛座手语（CTSL）和Lengua de Señas nicarag ense （LSN）。研究1分析了新兴的音系学，特别是两种语言的手形清单的大小和复杂性，研究2分析了复杂谓词中新兴的信息包装，特别是代理和数字。在这两项研究中，我们比较了三组CTSL手语使用者和三组尼加拉瓜手语使用者的数据。两项研究的结果都显示了不同语言和群体的差异；我们认为，这些变化的模式是基于社区规模、签名者之间的联系以及社区的社会文化构成等因素，这些因素被用于口头语言的大型类型学研究。主要发现如下：(1)尼加拉瓜群体的家庭标志形态差异大于CTSL群体；(2)尼加拉瓜群体的家庭标志形态差异表明，家庭标志形态的多样性在LSN的前10年有所减少，在LSN的后10年有所发展和重组。我们认为需要一种更精确和细致的方式来描述手语社区，并考虑以下因素：(1)文化习俗的共享程度；(2)聋人社区的规模；(3)聋人手语与正常L2手语的比例；(4)新的儿童学习者的增加率。我们还呼吁对新的手语进行更多的比较工作，这将有助于确定手语和口语研究人员感兴趣的因素的影响和相互作用。
{"title":"Typological Comparisons and Considerations: Phonological and Morphological Evidence from Sign Language Creation.","authors":"Diane Brentari, Rabia Ergin, Ann Senghas, Marie Coppola","doi":"10.1353/sls.2024.a950716","DOIUrl":"10.1353/sls.2024.a950716","url":null,"abstract":"<p><p>In this article, we compare two languages that are approximately fifty years old-Central Taurus Sign Language (CTSL) and Lengua de Señas Nicaragüense (LSN)-by employing two studies. Study 1 analyzes emerging <i>phonology</i>, specifically the size and complexity of the handshape inventories of the two languages, and Study 2 analyzes emerging <i>information packaging</i> in complex predicates, specifically for agency and number. In both studies, we compare data across three groups of CTSL signers and three groups of Nicaraguan signers. The results of both studies show variation across languages and cohorts; the patterns of variation, we argue, are grounded in factors of community size, contact among signers, and the sociocultural makeup of the community, factors that are used in large typological studies on spoken languages. The main findings are as follows: (1) The patterns observed across the Nicaraguan groups display more variation than those across the CTSL groups and (2) The variation among Nicaraguan groups demonstrate that homesigns exhibit a wide range of forms that were pared down in the first decade of LSN and developed and reorganized during LSN's second decade. We suggest that a more precise and nuanced manner of describing sign language communities that considers the following is needed: (1) the degree to which the cultural practices are shared; (2) the size of the deaf community; (3) the ratio of deaf signers to hearing L2 signers; and (4) the rate that new child learners are added. We also call for more comparative work on new sign languages that will assist in determining the effects and interactions of factors of interest to researchers of signed and spoken languages.</p>","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"25 1","pages":"8-52"},"PeriodicalIF":0.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12356507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144875071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/sls.2023.a912331
Kristen Harmon
Abstract:The idea of a sign language town, or a Deaf utopia, where Deaf and signing people can come together to live in a geographical or figurative homeland has long persisted in US Deaf life, letters, and literature. In the wake of the Milan Congress of 1880, Alexander Graham Bell's alarming rhetoric concerning "a deaf mute variety of the human race" and the "campaign against sign language," the idea of a homeland, and a Deaf commonwealth took on additional resonance. However, in the absence of geographical sign language towns, utopian and figurative homelands then became an important possible alternative through a communal shared space formed through language, culture, and customs. Homelands for Deaf people can extend to both physical spaces like Deaf schools and Deaf clubs or metaphorical and creative spaces, as in Deaf literature itself. Additionally, this article uses the proclaimed "first Deaf culture novel," Douglas Bullard's Islay: A Novel (1986), about a fictional Deaf republic, as a brief case study of several different overlapping cultural, social, artistic, and literary movements; written Deaf literature before and after this novel is, in some ways, markedly different, and in other ways, much the same due to the ways in which language and modality schemas are invoked in imaginative literature written in English. This study provides additional literary and cultural context for Islay as well as a brief history of Deaf creative writing in prose in relation to key mid-to-late twentieth century Deaf cultural and social movements.
{"title":"Beyond Islay: A Brief Literary History of Deaf Utopia and Dystopia","authors":"Kristen Harmon","doi":"10.1353/sls.2023.a912331","DOIUrl":"https://doi.org/10.1353/sls.2023.a912331","url":null,"abstract":"Abstract:The idea of a sign language town, or a Deaf utopia, where Deaf and signing people can come together to live in a geographical or figurative homeland has long persisted in US Deaf life, letters, and literature. In the wake of the Milan Congress of 1880, Alexander Graham Bell's alarming rhetoric concerning \"a deaf mute variety of the human race\" and the \"campaign against sign language,\" the idea of a homeland, and a Deaf commonwealth took on additional resonance. However, in the absence of geographical sign language towns, utopian and figurative homelands then became an important possible alternative through a communal shared space formed through language, culture, and customs. Homelands for Deaf people can extend to both physical spaces like Deaf schools and Deaf clubs or metaphorical and creative spaces, as in Deaf literature itself. Additionally, this article uses the proclaimed \"first Deaf culture novel,\" Douglas Bullard's Islay: A Novel (1986), about a fictional Deaf republic, as a brief case study of several different overlapping cultural, social, artistic, and literary movements; written Deaf literature before and after this novel is, in some ways, markedly different, and in other ways, much the same due to the ways in which language and modality schemas are invoked in imaginative literature written in English. This study provides additional literary and cultural context for Islay as well as a brief history of Deaf creative writing in prose in relation to key mid-to-late twentieth century Deaf cultural and social movements.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"2016 1","pages":"127 - 93"},"PeriodicalIF":1.5,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/sls.2023.a912332
O. L. Guen, Rossy Kinil Canche, Merli Collí Hau, Geli Collí Collí
Abstract:This article analyzes the construction of sign names in an emerging sign language from Mexico, the Yucatec Maya Sign Language (YMSL). Data comes from elicited interviews as well as natural interactions collected by the authors and signers from two different villages, Chicán and Nohkop. Despite YMSL being an isolate language, sign name construction displays tendencies common in other sign languages, such as being based on descriptions of people's appearance and/or behavior. YMSL sign names also exhibit less common features, such as the extensive use of generic names, names by (kinship) association, and nonmanual sign names. Crucially, name construction in YMSL seems to follow the cultural naming rules of the surrounding Yucatec Maya community. A total of ninety-seven sign names were collected in the two communities: forty-two signs in Nohkop and fifty-five in Chicán. This article explores how the cultural setting can shape the development of sign names in an emerging sign language.
{"title":"Sign Names in Yucatec Maya Sign Language","authors":"O. L. Guen, Rossy Kinil Canche, Merli Collí Hau, Geli Collí Collí","doi":"10.1353/sls.2023.a912332","DOIUrl":"https://doi.org/10.1353/sls.2023.a912332","url":null,"abstract":"Abstract:This article analyzes the construction of sign names in an emerging sign language from Mexico, the Yucatec Maya Sign Language (YMSL). Data comes from elicited interviews as well as natural interactions collected by the authors and signers from two different villages, Chicán and Nohkop. Despite YMSL being an isolate language, sign name construction displays tendencies common in other sign languages, such as being based on descriptions of people's appearance and/or behavior. YMSL sign names also exhibit less common features, such as the extensive use of generic names, names by (kinship) association, and nonmanual sign names. Crucially, name construction in YMSL seems to follow the cultural naming rules of the surrounding Yucatec Maya community. A total of ninety-seven sign names were collected in the two communities: forty-two signs in Nohkop and fifty-five in Chicán. This article explores how the cultural setting can shape the development of sign names in an emerging sign language.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"36 1","pages":"128 - 167"},"PeriodicalIF":1.5,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/sls.2023.a912330
Orit Fuks
Abstract:This study undertook iconicity ratings and conducted transparency experiments on Israeli Sign Language (ISL). Experiment 1 compared the iconicity ratings of 520 lexical signs of ten Deaf ISL signers and thirteen hearing nonsigners. Ratings were found to be affected by language knowledge, lexical class, and type of iconic mapping, as well as by factors less connected to iconicity, such as a sense of familiarity with a form. In experiment 2, twenty nonsigners guessed the meaning of the 520 signs, and the correct guesses were correlated with the iconicity scores. Overall, nonsigners tended to interpret signs as representing actions. The results demonstrated that (1) signers' ratings reflect the diverse semiotic ways that meanings are represented in the lexicon, predictably more so than nonsigners' ratings, and (2) when meanings are not provided, the perception of iconicity is attuned mostly to the movement aspect of the forms. It is recommended that both studies be conducted together in order to achieve a more nuanced picture concerning the perception of iconicity and its role in the lexicon.
{"title":"Iconicity Perception under the Lens of Iconicity Rating and Transparency Tasks in Israeli Sign Language (ISL)","authors":"Orit Fuks","doi":"10.1353/sls.2023.a912330","DOIUrl":"https://doi.org/10.1353/sls.2023.a912330","url":null,"abstract":"Abstract:This study undertook iconicity ratings and conducted transparency experiments on Israeli Sign Language (ISL). Experiment 1 compared the iconicity ratings of 520 lexical signs of ten Deaf ISL signers and thirteen hearing nonsigners. Ratings were found to be affected by language knowledge, lexical class, and type of iconic mapping, as well as by factors less connected to iconicity, such as a sense of familiarity with a form. In experiment 2, twenty nonsigners guessed the meaning of the 520 signs, and the correct guesses were correlated with the iconicity scores. Overall, nonsigners tended to interpret signs as representing actions. The results demonstrated that (1) signers' ratings reflect the diverse semiotic ways that meanings are represented in the lexicon, predictably more so than nonsigners' ratings, and (2) when meanings are not provided, the perception of iconicity is attuned mostly to the movement aspect of the forms. It is recommended that both studies be conducted together in order to achieve a more nuanced picture concerning the perception of iconicity and its role in the lexicon.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"35 1","pages":"46 - 92"},"PeriodicalIF":1.5,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/sls.2023.a912329
Cornelia Loos, Donna Jo Napoli
Abstract:Visual manifestations of an object that moves from one place to another are common in sign languages. Here, we offer an overview of techniques for conveying motion of an entity based on an examination of storytelling and poetry in seven sign languages. The signer can use embodiment and/or classifiers to show translocating movement of an object, or they can adjust the dynamic properties of signs themselves, including the size of the signing space, rate of movement, trilled motion of manuals and nonmanuals, repetition, and adding a zigzag component to the movement path. Additionally, we found one technique in German Sign Language (DGS) that uses a manual sign to indicate great speed or movement covering a large distance.
{"title":"Depicting Translocating Motion in Sign Languages","authors":"Cornelia Loos, Donna Jo Napoli","doi":"10.1353/sls.2023.a912329","DOIUrl":"https://doi.org/10.1353/sls.2023.a912329","url":null,"abstract":"Abstract:Visual manifestations of an object that moves from one place to another are common in sign languages. Here, we offer an overview of techniques for conveying motion of an entity based on an examination of storytelling and poetry in seven sign languages. The signer can use embodiment and/or classifiers to show translocating movement of an object, or they can adjust the dynamic properties of signs themselves, including the size of the signing space, rate of movement, trilled motion of manuals and nonmanuals, repetition, and adding a zigzag component to the movement path. Additionally, we found one technique in German Sign Language (DGS) that uses a manual sign to indicate great speed or movement covering a large distance.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"72 1","pages":"45 - 5"},"PeriodicalIF":1.5,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/sls.2023.a912333
{"title":"Master's Theses and Doctoral Dissertations, 2022–2023","authors":"","doi":"10.1353/sls.2023.a912333","DOIUrl":"https://doi.org/10.1353/sls.2023.a912333","url":null,"abstract":"","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"144 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139346906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1353/sls.2023.a905539
Ernst D. Thoutenhoofd, Liz Adams Lyngbäck
Abstract:In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils' full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language (minority) rights as the two flipsides of one single coin.
{"title":"Bimodal-Bilingual Teacher Training in Sweden","authors":"Ernst D. Thoutenhoofd, Liz Adams Lyngbäck","doi":"10.1353/sls.2023.a905539","DOIUrl":"https://doi.org/10.1353/sls.2023.a905539","url":null,"abstract":"Abstract:In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils' full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language (minority) rights as the two flipsides of one single coin.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"23 1","pages":"555 - 576"},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48808246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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