Sign Language Studies最新文献

{"title":"The Lexical Shift in Japanese Sign Language (JSL) Toponyms: Accounting for the Preference of Complex over Simple Toponym Outputs","authors":"Johnny George","doi":"10.1353/sls.2022.0011","DOIUrl":"https://doi.org/10.1353/sls.2022.0011","url":null,"abstract":"Abstract:This work categorizes Japanese Sign Language (JSL) toponyms, or place names, and examines factors that potentially affect their structure. Exonyms, influenced by the source Japanese name, and endonyms, independent JSL names, contrast structurally in that exonyms tend to emerge as compounds while endonyms conform more closely to canonical monomorphemic JSL lexemes. Based on the contrast, one would expect the structurally more favorable, less marked, endonymic outputs to emerge as the norm; however, structurally inefficient exonymic forms do so. This study analyzes a collection of over 900 names from the 2009 Japan National Federation of the Deaf (JFD) National Toponym Sign Language Map to determine structural influences on JSL toponym outputs. A spreadsheet tracked morpheme counts and relationships between source name characters and their outputs to find categorical distributions. This study finds that JSL toponyms tend to disproportionally borrow Japanese morphemes associated with JSL character signs that map to the source characters. A character sign is a sign isomorphic in some respect to a Chinese-origin orthography. Favored indexation to such source morphemes demonstrates that source name familiarity can support the persistent spread of exonymic toponyms.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"23 1","pages":"40 - 5"},"PeriodicalIF":1.5,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842309","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}

{"title":"Annual Index To Volume 22","authors":"","doi":"10.1080/08964289.1997.10543554","DOIUrl":"https://doi.org/10.1080/08964289.1997.10543554","url":null,"abstract":"","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08964289.1997.10543554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47007323","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}

{"title":"Academic American Sign Language in a Home of Two Deaf Parents and Their Young Deaf Children","authors":"A. Finley, Joanna Cannon","doi":"10.1353/sls.2022.0008","DOIUrl":"https://doi.org/10.1353/sls.2022.0008","url":null,"abstract":"Abstract:This study examined the extended discourse used by two Deaf parents with their two Deaf children (ages two and four). The study was conducted using an in-depth examination of parental expressive use of American Sign Language, looking at the use of discourse and the features and contexts that offered the most opportunity for rich language interactions. Over forty participant exemplars and frequency counts highlight the ways academic language and extended discourse were utilized with their children. The data reveal key insights into parental language features and home contexts that may facilitate academic language in the early years. The participants' approaches to academic language modeling and facilitative language use provide an opportunity for future recommendations and directions for both research and early intervention practices.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"621 - 667"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45197531","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}

{"title":"From Freak Show to Jim Crow: A Siamese Twin and His Deaf Daughter in the Antebellum and Postbellum South","authors":"E. Sayers","doi":"10.1353/sls.2022.0006","DOIUrl":"https://doi.org/10.1353/sls.2022.0006","url":null,"abstract":"","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"553 - 589"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44141208","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}

{"title":"Deaf People in Arusha (Tanzania): Experiences with a Multilingual Education System, Mainstream Society's Expectations, Deaf Spaces, and Identity","authors":"Andreas R. Rothe","doi":"10.1353/sls.2022.0007","DOIUrl":"https://doi.org/10.1353/sls.2022.0007","url":null,"abstract":"Abstract:This article follows the often difficult educational path of deaf children in Tanzania, from homes with very little communication to cherished times at deaf (units of) primary schools, through secondary school, which had to be \"endured\" only, up to work life. It describes challenges and coping strategies, many of which are connected to languages (Tanzanian Sign Language [TSL], also known as Lugha ya Alama ya Tanzania [LAT], Swahili, and English) and deals with hearing mainstream society's perception of deaf people, identifies places and \"spaces\" for the deaf, and finds indications for deaf identity. Having found that earlier research, with some exceptions, did often not allow deaf people to voice their own concerns in their preferred language, the author gathered data mainly through questionnaire-based interviews (mostly in TSL) with sixty adult schooled deaf people in Arusha Region. This was complemented by street polling of 240 hearing inhabitants (in Swahili) at twelve locations in the region, as well as participatory observations, interviews with professionals from schools, local government offices, and deaf associations, as well as a literature review.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"590 - 620"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46060545","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}

{"title":"Corrective Feedback to Second Language Learners of American Sign Language","authors":"Leslie Gil, Laura Collins","doi":"10.1353/sls.2022.0009","DOIUrl":"https://doi.org/10.1353/sls.2022.0009","url":null,"abstract":"Abstract:This study examined the corrective feedback Deaf teachers used to target handshape, movement, and place-of-articulation errors in introductory American Sign Language (ASL) classes for hearing students. Although feedback is underresearched in bimodal second language (M2-L2) pedagogy, there is some evidence that teacher practices may differ from those observed in spoken L2 classes, notably in the more frequent use of direct corrections. Willoughby et al.'s (2015) study of Auslan (Australian Sign Language) reports that the teachers' preference for this type of correction stemmed from beliefs about the challenges of learning signed language phonology. Spoken L2 research suggests that a reliance on this type of feedback may limit students' opportunities to learn from their errors, as the nontarget form is corrected for the student and is not often followed by student \"repair\" of the original error (Panova and Lyster 2002). As student response to teacher feedback was not examined in Willoughby et al.'s (2015) study, we do not know if M2-L2 students show similar behavior. The current study was designed to address this issue, examining both teacher feedback practices and student responses to feedback.Four sections of ASL 101, taught by two different teachers at two different universities, were observed for over thirty hours. An observation grid developed for the study, based on Lyster and Ranta's (1997) feedback categories, captured the linguistic target, feedback strategy, and student response to feedback. Semistructured interviews (adapted from Willoughby et al. 2015) probed teachers' perspectives on ASL acquisition and pedagogy. The results confirmed that direct correction was the most common feedback type (>60%). The findings also revealed that, in contrast with spoken language contexts, student repetition of the reformulation was frequent (>90%), influenced by both teachers' encouragement of this behavior. Factors associated with greater teacher focus on movement and handshape errors, and the contribution of M2-L2 contexts to understanding feedback in second language acquisition are discussed.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"668 - 702"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48545084","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}

{"title":"Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie (review)","authors":"Ronice Müller de Quadros","doi":"10.1353/sls.2021.0025","DOIUrl":"https://doi.org/10.1353/sls.2021.0025","url":null,"abstract":"It i s a g reat pleasure to review the book Discussing Bilingualism in Deaf Children in honor of Robert Hoffmeister. There are several reasons why I delight in doing this analysis. Among them, I highlight two: first, because the area of bilingual deaf education accompanies me throughout my professional life; second, because Robert Hoffmeister contributed directly to my own perception as a Coda, the child of deaf parents, and as a researcher in the field of Deaf studies. Carrying out an analytical reading of this work allowed me to visualize the breadth of Robert Hoffmeister’s legacy for deaf education in the United States and worldwide. The editors’ decision to organize the volume into three major parts, (I) Seaworthy Construction: Theoretical Underpinnings of Bilingual Deaf Education, (II) Launching the Voyage: Bilingual Teaching Strategies for Deaf Education, and (III) Sailing into the Wind: Challenges of Signed Language Assessment, was a perfect metaphor, especially considering that this volume honors Robert Hoffmeister. This teacher and researcher, the son of deaf parents, who dedicated his life to denouncing the errors and mistakes in how deaf education has been conducted, was able, at the same time, to succeed in managing his own anger by seeking an ecological balance through sailing. The volume and its organization are exquisite in the way they capture the man. The contributions to","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"349 - 352"},"PeriodicalIF":1.5,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943608","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}

{"title":"A Sociolinguistic History of British Sign Language in Northern Ireland","authors":"Noel P. O’Connell","doi":"10.1353/sls.2021.0020","DOIUrl":"https://doi.org/10.1353/sls.2021.0020","url":null,"abstract":"Abstract:The development of a considerable body of literature on British Sign Language (BSL) now permits analyzing and describing the sociolinguistic history of the language. An impressive amount of sociolinguistic information on BSL pertaining to the United Kingdom (UK) provides rich material for such analysis, but, until now, very little BSL research has focused on Northern Ireland. BSL is the first and preferred language of the deaf community in Northern Ireland, and has held that position since the nineteenth century. Despite this, almost no attention has been given to the sociolinguistic history of BSL in the region. The aim in this article is to fill the gap in knowledge by detailing, as far as possible, the sociolinguistic history of BSL in Northern Ireland rooted in British colonialism. The study shows how Protestant schools played an important role in the transmission of BSL across the island of Ireland. This research is, therefore, an attempt to place the study of BSL in Northern Ireland within the canon of literature on sign language.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"233 - 262"},"PeriodicalIF":1.5,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42126862","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}

{"title":"Community Placemaking in Maritime Sign Language","authors":"Judith Yoel","doi":"10.1353/sls.2021.0021","DOIUrl":"https://doi.org/10.1353/sls.2021.0021","url":null,"abstract":"Abstract:Maritime Sign Language (MSL) is a Canadian, minority sign language that originally stems from British Sign Language (BSL). Currently used by elderly Deaf people in New Brunswick, Nova Scotia, Prince Edward Island, and Newfoundland (and Labrador), it is a moribund language, having undergone language shift to American Sign Language (ASL). MSL is still in use by a regional Deaf community and its use characterizes individuals as a group within the local Deaf community. It serves an important role in members' self and group identity. This research examines the ways in which multilingual MSL users currently practice community placemaking, asserting their identity as MSL users, in spite of language shift. It studies the ways that members of the MSL community actively disseminate knowledge about MSL in order to contribute to its maintenance and preservation. They are establishing a collective memory of their language, its users, and their community. This collaborative and group-driven effort strengthens the MSL community and the connections to the local Deaf, ASL-using community and the non-Deaf community, capitalizing on the assets that the MSL community offers to the region and to society.This article examines the ways in which Maritime Sign Language (MSL) users on Canada's east coast, in New Brunswick, Nova Scotia, Prince Edward Island, and Newfoundland and Labrador are engaged in processes of community placemaking. This multilingual group of people function in MSL, American Sign Language (ASL) and English, as deemed necessary by the circumstances, the context and their interlocutors. Today many MSL users, despite MSL being their L1, use mainly ASL to communicate with other Deaf people.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"263 - 282"},"PeriodicalIF":1.5,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42755481","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}

{"title":"Signs of Globalization: ASL Influence in the Lexicon of New Zealand Sign Language","authors":"Rachel McKee, Mireille Vale, Sara Pivac Alexander, David McKee","doi":"10.1353/sls.2021.0022","DOIUrl":"https://doi.org/10.1353/sls.2021.0022","url":null,"abstract":"Abstract:Lexical variation and change is prevalent in the short history of New Zealand Sign Language (NZSL) and in the current context of globalized flows of communication we observe growing use of ASL-concordant variants that land in New Zealand via other signed languages, online deaf media, and international interaction. Results from a variant-pair preference task show no significant effect of demographic characteristics on variant use, suggesting their use is not socially marked. We observe effects of lexical borrowing at the levels of phonology (e.g., handshape types), morphology (e.g., classifier handshapes, modified verbs) and discourse markers. In parallel with studies of Americanization in New Zealand English, we find that ASL-concordant variants in established use tend to be perceived as local in origin, and that new/traditional variants are not always seen as exact synonyms or replacements, but may be ascribed pragmatic, semantic, and stylistic distinctions. In this way, global features serve to elaborate local NZSL repertoires rather than being experienced as Americanization.","PeriodicalId":21753,"journal":{"name":"Sign Language Studies","volume":"22 1","pages":"283 - 319"},"PeriodicalIF":1.5,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49448484","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}