scholarly journals Early Development of Chinese Sign Language in Shanghai Schools for the Deaf

2021 ◽  
Vol 12 ◽  
Author(s):  
Hao Lin
Keyword(s):  
Sign Language ◽  
Early Development ◽  
Deaf Education ◽  
Vital Role ◽  
Key Factors ◽  
Deaf Students ◽  
Sign Languages ◽  
Schools For The Deaf ◽  
Deaf Teachers ◽  
Deaf School

The Shanghai variant of Chinese Sign Language (SCSL) is one of the main variants of Chinese sign languages, greatly influencing other sign languages, such as Hong Kong Sign Language and Singapore Sign Language. This paper is a first attempt to trace its origins and early history and deaf education in Shanghai until 1949. The data are collected in two ways: first, by delving into the archives, i.e., written records of deaf history and education in China during that time; second, by interviewing surviving deaf students who went to school before or around 1949. Our findings are as follows: (a) SCSL began in the 1920s and emerged as a distinct sign language in the 1940s. Two deaf schools were the power shaping its progress among several deaf schools established in Shanghai: Fryer deaf school and Group learning deaf school. The sign variants of these two schools form the backbone of SCSL. (b) Deaf teachers are one of the key factors that affect the early development of a sign language. Chinese deaf played a vital role in the rise and spread of SCSL in the 1930s and 1940s, as some deaf teachers opened deaf schools in Shanghai and other cities, even other countries or areas, thus helping SCSL to spread. (c) Arising in an international and multilingual environment, SCSL is characterized by traces of foreign sign languages, especially ASL, due to language contacts linked to deaf education at that time, e.g., some proper names, like XUJIAHUI, SHANGHAI-1 and some high-frequency words like water. (d) However, foreign sign languages' direct influence is negligible due to the lack of participation of deaf foreigners in deaf education in Shanghai and oralism advocated by foreign educators in relevant deaf schools. To sum up, deaf teachers for deaf schools are key to the early development and spread of SCSL.

scholarly journals NEGOCIANDO SIGNIFICADOS CON NIÑOS SORDOS. ¿INCLUIR ES LO MEJOR?

2016 ◽  
Vol 3 (1) ◽  
pp. 285
Author(s):  
Omar Barbosa Azevedo
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Deaf Children ◽  
Interactional Sociolinguistics ◽  
Deaf Students ◽  
Brazilian Sign Language ◽  
Deaf Teachers ◽  
Bilingual School ◽  
Constituent Elements ◽  
Medios De Comunicacion

Abstract:NEGOTIATING MEANINGS WITH DEAF CHILDREN. INCLUDE IS BEST?In this scientific communication I present the research that result in my doctoral thesis about the meanings negotiation (Bruner, 2009) of teachers and deaf children. From cultural translation, I understood meanings negotiation in five different scenes of filmed classes in a program of early stimulation program which adopted the use of Brazilian Sign Language (Libras). I have adopted etnoresearch as the theoretical and methodological framework of qualitative research and procedures of interactional sociolinguistics for the interpretation of the dialogues. Two deaf teachers participated along with three hearing teachers and thirteen deaf children. The students were aged between five and seven years old. I have described participants’ speech in turns which contain the registration of the constituent elements (Libras’ signs, gestures, body movements, facial expressions, etc.) and its translation into Portuguese/Spanish. With the results I discuss problems such as the linguistic exclusion of deaf students included in regular schools in Brazil and the struggle for the Bilingual School in the Brazilian Deaf Community.Keywords: 1. Deaf – Education. 2. Interpreters for the deaf. 3. Brazilian Sign Language. 4. Deaf – Means of communication.Resumen:En esta comunicación científica presento la investigación que da lugar a mi tesis doctoral sobre la negociación de significados (Bruner, 2009) de profesoras y niños sordos. Desde la traducción cultural, comprendi la negociación de significados en cinco diferentes escenas de clases filmadas de un programa de estimulación temprana que adoptaba el uso de la Lengua Brasileña de Signos (Libras). Adopté la etnopesquisa como marco teórico y metodológico de la investigación cualitativa y los procedimientos de la sociolingüística para la interpretación de diálogos. Participaron dos profesoras sordas, tres profesores oyentes y trece niños sordos. Los estudiantes tenían entre cinco y siete años de edad. Describí el habla de los participantes en turnos que contienen la anotación de los elementos constitutivos de los enunciados (signos de la Libras, gestos, movimientos corporales, expresiones faciales, etc.) y su traducción al portugués/ castellano. Con los resultados, discuto problemas como la exclusión lingüística de alumnos sordos incluidos en escuelas regulares en Brasil y la lucha de la Comunidad Sorda brasileña por las Escuelas Bilingües para Sordos.Palabras clave: 1. Sordos – Educación. 2. Intérpretes para sordos. 3. Lengua Brasileña de Signos. 4. Sordos – Medios de comunicación.

Best Practices and Challenges of Deaf Education in Mexico

2019 ◽  
pp. 307-322
Author(s):  
Mercedes Obregón Rodríguez ◽  
Maribel Valero Weeke
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Legal Framework ◽  
Medical Rehabilitation ◽  
Deaf Students ◽  
The Public ◽  
Regular Classrooms ◽  
Firm Basis ◽  
School For The Deaf ◽  
Education In Mexico

Education for the deaf in Mexico has gone through many stages. It started out with a school for the deaf where Mexican Sign Language flourished, then moved across the spectrum to a medical-rehabilitation paradigm in which sign language was seen as a threat to the development and use of spoken language, and then focused on the integration of deaf students with children with other disabilities. Today the public school system promotes inclusion for deaf students in regular classrooms with very poor or no specialized support. Although the normative and legal framework in Mexico supports the use of sign language and bilingual education, the situation on the ground is less than optimal. This chapter discusses the achievements and the challenges we face in providing quality education that establishes a firm basis for the total inclusion of the deaf in Mexico. The experience of the Instituto Pedagógico para Problemas del Lenguaje (IPPLIAP) with a bilingual educational model is covered. Results of a survey of teachers who work with deaf learners throughout the country are reviewed.

Deaf Education and the Use of Sign Language in Mainland China

2019 ◽  
pp. 285-306
Author(s):  
Gu Dingqian ◽  
Liu Ying ◽  
He Xirong
Keyword(s):  
Sign Language ◽  
Chinese Culture ◽  
Deaf Education ◽  
Mainland China ◽  
Traditional Education ◽  
Speech Rehabilitation ◽  
Regular Classrooms ◽  
Long Time ◽  
Schools For The Deaf ◽  
Policy Priority

This chapter discusses the Chinese government’s policies and laws dealing with the education of deaf and hard-of-hearing (DHH) students. In policy, priority is given to placement of DHH learners in mainstream education. Listening and speech rehabilitation services for DHH preschoolers are discussed. These have been developed and provided for a long time. Currently, approaches to language teaching for students at schools for the deaf are diversifying because the initiative focusing on Chinese General Sign Language will be applied nationwide in 2018. However, due to Chinese culture and traditional education practices, teachers who work with DHH students find themselves culturally at odds with the use of sign language and tend to stick to their own, different views on the “Learning in Regular Classrooms” policy.

Interrogative structures in Croatian Sign Language: Polar and content questions

2006 ◽  
Vol 9 (1-2) ◽  
pp. 151-167
Author(s):  
Ninoslava Šarac Kuhn ◽  
Ronnie B. Wilbur
Keyword(s):  
Sign Language ◽  
Word Order ◽  
General Question ◽  
Deaf Students ◽  
Sign Languages ◽  
Syntactic Structures ◽  
Eyes Closed ◽  
Peak Intensity ◽  
The 19Th Century ◽  
Chin Down

In this study, we investigate the interrogative structures in Croatian Sign Language (HZJ) with respect to the word order, manual question words, and nonmanual markers and their scope. Both polar and content questions mainly use specific nonmanual markers to indicate interrogative function. Polar questions use chin down and content questions use chin up as their prominent nonmanual markers. In addition to these markers, brows up occurs in both constructions leading to the suggestion that brows up may be a general question marker in HZJ. Brows down can also occur, particularly in content questions. Other nonmanual markers that appear in polar questions are head forward, and eyes wide open and those in content questions are head forward, headshake, shoulders up, and eyes closed.Both interrogative constructions use manual question words. Polar questions can use an optional manual sign je-li that was probably introduced to HZJ through Signed Croatian. je-li is not connected to the peak intensity of the nonmanual markers and we consider it to be an adjunct to the question structure. Content words are used in most HZJ content interrogatives. Question words can be represented by specific signs or can be formed by the content sign ‘5’ (i.e. handshape 5 or b-th moving side-to-side). This ‘5’ sign is further specified by mouthing the particular question word from spoken Croatian. Content words can appear in sentence initial, sentence final or both positions. In content questions, question words bear the highest peak of nonmanual intensity, thus we consider them to be operating as operators.Recent research shows that HZJ shares some features with Austrian Sign Language (ÖGS) because in the 19th century, Croatian deaf students attended Vienna’s Institute for the Deaf (Schalber this volume; Šarac 2003; Šarac et al in press). Upon finishing their education, they would return back to Croatia. Similarities between HZJ and ÖGS are found in their interrogative nonmanual markings but not in their syntactic structures. This can be seen by the fact that these two sign languages do not have the same canonical word order.

scholarly journals Pautas orientativas para la asistencia a la diversidad y la inclusión de personas sordas

2021 ◽  
Vol 2 (5) ◽  
pp. 6441-6452
Author(s):  
Roberto García Sánchez ◽  
Justo Pedro Hernández González
Keyword(s):  
Continuing Education ◽  
Sign Language ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Deaf People ◽  
Deaf Students ◽  
Sign Languages ◽  
Sign Language Interpreters ◽  
The World ◽  
The University

Comunidad  Sorda es aquella que participa de unos valores culturales y lingüísticos construidos en torno a la lengua de signos y a una concepción visual del mundo. Entre las personas sordas usuarias de la lengua de signos algunas aprendieron a signar en su infancia y otras siendo ya adultas; hay quienes son usuarias de audífonos o implantes cocleares y, entre ellas, hay quienes usan la lengua de signos y quienes no. También debemos mencionar a aquellas personas sordas que, a causa de un sistema educativo no inclusivo, tienen problemas de expresión y comprensión de textos escritos. Al igual que en el resto de la población, entre las personas sordas encontraremos niños, jóvenes, mayores, personas sordas con otra(s) discapacidad(es)... Todas y cada una de ellas con sus necesidades y demandas concretas. Es importante saber que, aun tratándose de un colectivo heterogéneo, todas las personas sordas, cualquiera que sea su tipo o grado de sordera, situación individual e independientemente de que sean o no usuarias de las lenguas de signos, comparten la necesidad de acceder a la comunicación e información del entorno sin barreras de ningún tipo. Por ese motivo es necesario desarrollar un servicio de orientación, asesoramiento y acción tutorial específico para el alumnado sordo que tenga en cuenta sus necesidades y dificultades y que evite cualquier tipo de discriminación o falta de accesibilidad al contenido universitario del tipo que sea. Por lo tanto, es necesario proporcionar este servicio con los recursos audiovisuales necesarios, intérpretes de lengua de signos española y formación continua a la comunidad universitaria. Es fundamental coordinarse con las asociaciones de personas sordas para cumplir los requisitos básicos que garanticen su inclusión, puesto que éstas son las que conocen mejor sus necesidades por la lucha de sus derechos, y orientar a la universidad para la consecución de dicha finalidad.   A Deaf Community is one that participates in cultural and linguistic values built around sign language and a visual conception of the world. Among the deaf people who used sign language, some learned to sign in their childhood and others when they were adults; there are those who use hearing aids or cochlear implants and, among them, there are those who use sign language and those who do not. We will also find deaf people who, because of a non-inclusive educational system, have problems of expression and comprehension of written texts. As in the rest of the population, among the deaf people we will find children, young people, elderly, deaf people with other disability(ies). . . Each and every one of them with their specific needs and demands. It is important to know that, even if it is a heterogeneous collective, all deaf people, whatever their type or degree of deafness, individual situation and regardless of whether or not they are users of sign languages, share the need to access the communication and information of the environment without barriers of any kind. For this reason it is necessary to develop a service of guidance, advice and specific tutorial action for deaf students that takes into account their needs and difficulties and avoids any type of discrimination or lack of accessibility to university content of any kind. Therefore, it is necessary to provide this service with the necessary audiovisual resources, Spanish sign language interpreters and continuing education to the university community. It is essential to coordinate with associations of deaf people to meet the basic requirements to ensure their inclusion, since they are the ones who best know their needs by fighting for their rights, and guide the university to achieve that goal.

Interrogative structures in Croatian Sign Language

2006 ◽  
Vol 9 (1-2) ◽  
pp. 151-167
Author(s):  
Ninoslava Šarac Kuhn ◽  
Ronnie B. Wilbur
Keyword(s):  
Sign Language ◽  
Word Order ◽  
General Question ◽  
Deaf Students ◽  
Sign Languages ◽  
Syntactic Structures ◽  
Eyes Closed ◽  
Peak Intensity ◽  
The 19Th Century ◽  
Chin Down

In this study, we investigate the interrogative structures in Croatian Sign Language (HZJ) with respect to the word order, manual question words, and nonmanual markers and their scope. Both polar and content questions mainly use specific nonmanual markers to indicate interrogative function. Polar questions use chin down and content questions use chin up as their prominent nonmanual markers. In addition to these markers, brows up occurs in both constructions leading to the suggestion that brows up may be a general question marker in HZJ. Brows down can also occur, particularly in content questions. Other nonmanual markers that appear in polar questions are head forward, and eyes wide open and those in content questions are head forward, headshake, shoulders up, and eyes closed. Both interrogative constructions use manual question words. Polar questions can use an optional manual sign je-li that was probably introduced to HZJ through Signed Croatian. je-li is not connected to the peak intensity of the nonmanual markers and we consider it to be an adjunct to the question structure. Content words are used in most HZJ content interrogatives. Question words can be represented by specific signs or can be formed by the content sign ‘5’ (i.e. handshape 5 or b-th moving side-to-side). This ‘5’ sign is further specified by mouthing the particular question word from spoken Croatian. Content words can appear in sentence initial, sentence final or both positions. In content questions, question words bear the highest peak of nonmanual intensity, thus we consider them to be operating as operators. Recent research shows that HZJ shares some features with Austrian Sign Language (ÖGS) because in the 19th century, Croatian deaf students attended Vienna’s Institute for the Deaf (Schalber this volume; Šarac 2003; Šarac et al in press). Upon finishing their education, they would return back to Croatia. Similarities between HZJ and ÖGS are found in their interrogative nonmanual markings but not in their syntactic structures. This can be seen by the fact that these two sign languages do not have the same canonical word order.

Tradutor e Intérprete da Língua Brasileira de Sinais: Caracterização do Perfil Solicitado em Processos Seletivos no Estado de São Paulo

2018 ◽  
Vol 18 (4) ◽  
pp. 445 ◽  
Author(s):  
Cássia Sígolo ◽  
Kate Mamhy Oliveira Kumada
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Sao Paulo ◽  
São Paulo ◽  
Deaf Students ◽  
The Public ◽  
The Social ◽  
Job Openings ◽  
Brazilian Sign Language ◽  
Teaching Learning

Conforme prevê o Decreto nº 5.626/2005, o profissional Tradutor e Intérprete de Língua de Sinais (TILS) (Libras/Português) deve ter o conhecimento e a proficiência em situações em que seja necessária a tradução envolvendo a Língua Brasileira de Sinais (Libras) e a Língua Portuguesa, apresentando as habilidades e as competências necessárias aos processos de tradução entre as duas línguas, considerando as especificidades linguísticas e culturais do surdo. Partindo desse pressuposto, o objetivo geral deste estudo foi analisar a formação e requisitos solicitados em concursos públicos para o cargo de TILS no Estado de São Paulo na última década, fazendo um paralelo entre as legislações que subsidiam o aluno com surdez, sobretudo aquelas que regulamentam a profissão de TILS. Pôde-se observar que a procura pelo TILS no mercado de trabalho se amplia a cada dia, em consequência do acesso dos surdos a diversos espaços do meio social, sobretudo, nos contextos escolares e acadêmicos. Sobre a formação e atribuições solicitadas para a vaga de TILS predominou na maioria dos editais a exigência pela certificação feita pelo PROLIBRAS (somada ou não à formação em nível superior), em consonância com as exigências legais. Cabe destacar, ainda, que grande parte dos editais não solicitou conhecimentos mínimos sobre técnicas de interpretação, o que pode prejudicar o processo de ensino-aprendizagem dos alunos surdos que perpassa pela mediação do TILS no espaço educacional. Desse modo, foi evidenciada ausência de diretrizes nas atribuições e na formação solicitadas para a atuação do TILS, o que compromete diretamente a qualidade e êxito da educação dos surdos.Palavras-chave: Língua Brasileira de Sinais. Educação de Surdos. Formação. Tradutor e Intérprete.AbstractAs provided in Decree 5.626/2005, the professional Sign Language Translator and Interpreter (TILS) (Libras - Brazilian Sign Language /Portuguese) should have the knowledge and proficiency in situations where the translation is necessary involving Brazilian Sign Language (Libras) and Portuguese, presenting the necessary skills and abilities for the translation process between the two languages, considering the linguistic and cultural specificities of the deaf. Based on this assumption, the aim of this study was to analyze the formation and requirements requested in public exams for the position of TILS in the state of São Paulo in the last decade, making a parallel between the laws that support the student with hearing loss, especially those regulating the profession of TILS. It was observed that the demand for TILS in the job market expands every day as a result of the access of the deaf people to various areas of the social environment, especially in school and academic contexts. On the formation and functions required for TILS job openings, prevailed in most of the public notices the requirement for certification by PROLIBRAS (added or not to higher education degree), in accordance with legal requirements. It is also worth observing that much of the notices did not request minimum knowledge of interpretation techniques, which could affect the teaching- learning process of deaf students going through the mediation of TILS in the educational space. Thus, it was evidenced the absence of guidelines on assignments and required degrees for the TILS performance, which directly affects the quality and success of deaf education.Keywords: Brazilian Sign Language. Deaf Education. Graduation. Translator and Interpreter.

scholarly journals Special Nature of Verbs in Sign Languages

2020 ◽  
Vol 11 ◽  
Author(s):  
Irene Elizabeth Murtagh
Keyword(s):  
Sign Language ◽  
Social Action ◽  
Research Work ◽  
Vital Role ◽  
Lexical Representation ◽  
Sign Languages ◽  
Computational Framework ◽  
Role And Reference Grammar ◽  
Reference Grammar ◽  
Definition Of

This paper is concerned with the special nature of Sign Language verbs, in particular to this research, Irish Sign Language (ISL) verbs. We use Role and Reference Grammar (RRG) (Van Valin 2005) to provide a definition of the structure of lexical entries that are sufficiently rich and universal in nature to represent ISL verbs. This work is part of research work in the development of a linguistically motivated computational framework for ISL. We use RRG (Van Valin and LaPolla 1997) as the theoretical framework of this study. RRG takes language to be a system of communicative social action, and accordingly, analysing the communicative functions of grammatical structures plays a vital role in grammatical description and theory from this perspective (Van Valin 2005). Using RRG provides significant theoretical and technical challenges within both RRG and software. We provide an account of the morphological and grammatical information that can be found within ISL verbs. We use the Signs of Ireland corpus (SOI) to access the relevant linguistic data pertinent to ISL (Leeson et al, 2006). Further to this we use ELAN software as an application tool, which allows us to view the corpus and collate relevant linguistic phenomena pertinent to ISL. We utilise the Event Visibility Hypothesis (EVH) (Wilbur 2008) in the development of our proposed lexicon architecture. We refer to Articulatory Structure Level (Murtagh 2018) in the development of a linguistically motivated computational definition of lexicon entries that are sufficiently robust in nature to represent ISL verbs within the RRG lexicon. We utilise this new level of lexical representation (Pustejovsky 1995), which describes the essential (computational) phonological parameters of an object as defined by the lexical item to cater specifically for the computational linguistic phenomena consistent with signed languages, in particular to this research ISL, enabling us to provide an adequate account of ISL verbs within the RRG lexicon.

scholarly journals Commentary: Shapes and Sites of Deaf People’s Transinstitutionalization

2020 ◽  
Vol 9 (3) ◽  
pp. 16-27
Author(s):  
Kristin Snoddon ◽  
Joanne Weber
Keyword(s):  
Sign Language ◽  
Inclusive Education ◽  
Deaf Children ◽  
Language And Identity ◽  
Deaf People ◽  
Educational Settings ◽  
Sign Languages ◽  
Language Support ◽  
Mainstream Education ◽  
Deaf Teachers

This commentary describes our perspective on transinstitutionalization as deaf teachers and researchers from different regions of Canada, and accounts for some of the ways in which transinstitutionalization manifests in the lives of deaf people, particularly in educational settings. In the present day, so-called inclusive education is often presented as the progressive alternative to institutionalization, or deaf schools. However, mainstream education in regular settings without adequate sign language support and the continuing polarization of language and identity options for deaf children are two of the main ways in which transinstitutionalization recurs for deaf children and adults and threatens the vitality of sign languages.

Competences in Polish sign language and the ability to understand read text in G students / deaf students

2020 ◽  
Vol LXXXI (3) ◽  
pp. 165-174
Author(s):  
Justyna Kotowicz
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Primary Schools ◽  
Deaf Children ◽  
Deaf Students ◽  
Sign Languages ◽  
Learning To Read ◽  
Scientific Analysis ◽  
Level Of Understanding ◽  
The Relationship

Research to date indicates a relationship between reading skills and sign language competences in G people / deaf people. These data, however, only apply to sign languages that have undergone extensive scientific analysis (e.g. American Sign Language). Currently, there are no scientific reports in Poland regarding competences in sign language and in reading in G students / deaf students. For this reason, the present study analyses the relationship between Polish Sign Language (PSL) and understanding of the text read in written Polish. The study involved 52 G students / deaf students with prelingual hearing loss in severe or profound grades I-VI in special primary schools for deaf children and adolescents. Competences at PSL were measured using the Polish Sign Language Grammar Comprehension Test, and comprehension of the text read was tested using the Reading test by Maria Grzywak-Kaczyńska. Hierarchical analysis of multivariate regression showed that competences in PSL are a variable explaining the level of understanding of the read text (in the model the first explanatory the variable was age). Therefore, it has been demonstrated that competences in PSL are relevant to learning to read in Polish among G students / deaf students. The results obtained are important for surdopedagogical practice: they draw attention to the need to improve competences in sign language and to use sign language in the process of learning to read and develop this skill.

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