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American Sign Language. John Goldsmith Winter 2004. Some history. Rise of communities of deaf people in Europe with the emergence of the city. Groups of deaf in Paris, Madrid, and elsewhere led to the formation of sign languages.

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American sign language l.jpg

American Sign Language

John Goldsmith

Winter 2004


Some history l.jpg
Some history

  • Rise of communities of deaf people in Europe with the emergence of the city. Groups of deaf in Paris, Madrid, and elsewhere led to the formation of sign languages.

  • 18th century: Abbé de l’Epée learned French sign language, used it to teach French to French Deaf.


Slide3 l.jpg

In early 19th century: Thomas Gallaudet goes to England and France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

In 1817, they established the Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons (now American School for the Deaf, Hartford CT).


Sign language families around the world l.jpg
Sign language families around the world France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • Many different families, some in the French Sign Language family, spread largely by the influence of the Roman Catholic church. Includes ASL, Irish SL, Québecois SL (LSQ).

  • Others, including British, Israeli SLs.


Issues l.jpg
Issues France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • Orality versus signing

  • Written form of language: not really.

  • Attitudes of linguists, of educators, of the Deaf community.

  • Deafness as a medical disability vs alignment with Deaf culture


Linguistic analysis l.jpg
Linguistic analysis France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • William Stokoe. Major published work in 1960.

  • Ursulla Bellugi-Klima, and then a large number of psychologists and linguists.

  • Carol Padden, Deaf linguist at UCSD, for example; Diane Brentari; David Perlmutter; and others.


Iconicity l.jpg
Iconicity France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • does the perceptible form of a sign match up with the object or action being represented?

  • Is spoken language iconic? Is ASL iconic?

  • ASL is more iconic than spoken language, but its iconicity is limited.

  • How do new signs develop?

  • How do speakers of different signed languages communicate?


Finger spelling l.jpg
Finger spelling France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • First approximation: finger-spelling is used to borrow words from English.

  • Second approximation: words may become integrated into the structured lexicon. Examples: WHAT, YES, BUS, DOG


Slide10 l.jpg

  • Excellent source is France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.Linguistics of American Sign Language, Clayton Valli and Ceil Lucas.

  • More generally: Seeing Voices, by Oliver Sacks; Deaf in America, Carol Padden and Tom Humphries


Phonology morphology in the lexicon stokoe battison system l.jpg
Phonology-morphology in the lexicon: Stokoe-Battison system France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

Signs are defined along four dimensions:

  • Handshape (19 to 45)

  • Orientation

  • Location (12 to 25)

  • Motion


Handshape l.jpg

Thanks to UPenn lx course website France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

Handshape

  • Stokoe: 19 handshapes

  • Battison’s 7 unmarked handshapes


Additional handshapes available only for the dominant hand l.jpg
Additional handshapes, available only for the dominant hand France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.


Location l.jpg
Location France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • Neutral space

  • 1-handed sign: CHINA, SOUR

    forehead (SUMMER), THINK, WONDER, KNOW

    midface FLOWER

    chin: RESTAURANT, DRY

    neck: DRUCIE

    Shoulder: BOSS

    chest: CANADA, PITTSBURGH, SWEETHEART, KING, CONGRESS

    waist: RUSSIAN


Examples l.jpg
Examples France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • Difference in Handshape: CAR WHICH

  • Location: MOTHER FATHER

  • Orientation: CHILDREN THINGS; NAME CHAIR; change in orientation: DIE

  • Movement: NAME SHORT


Stokoe battison analysis l.jpg
Stokoe-Battison analysis France to find a way to teach a deaf child. England was oralist; Gallaudet went to France to learn more from the work there, and persuaded Laurent Clerc, a Deaf man, to return to the United States.

  • 1-handed

  • 2-handed signs

    • Type 1: 2 handed, same HS, same movement (in or out of phase); same location or symmetric location. MAYBE, WHICH, DRIVE. SINCE, SIGN, DIE,

    • Type 2: 2 handed, same HS, non-dominant stationary. COLLEGE, NAME, TRAIN, BRIEF, SIT, CHAIR

    • Type 3: 2 handed, different HS, non-dominant stationary. Only 7 Non-D HS's: B A S O C 1 5. MONEY, WORD, HELP, DISCUSS, SODA

  • Compounds


  • Slide17 l.jpg


    Slide18 l.jpg


    Symmetry condition l.jpg
    Symmetry condition and 2 specifications in the 4

    If both hands move independently, then same HS, same Loc, same Movement (same or 180 degrees out of sync); orientation is either same or symmetric.

    • SINCE (UP-TILL-NOW) versus WHICH


    Dominance condition l.jpg
    Dominance Condition and 2 specifications in the 4

    If the hands of a 2 hand sign are distinct (Type 3), then the nondominant must be A S B 5 G(=1) C O.


    Compounds l.jpg
    Compounds and 2 specifications in the 4

    • FATHER-MOTHER (PARENT)

    • SIMULTANEOUS = TIME-SAME

    • AGREE= THINK-SAME

    • WIFE, HUSBAND

    • HOME (FOOD-SLEEP)….


    Phrasal phonology l.jpg
    Phrasal phonology and 2 specifications in the 4

    • FATHER has two contacts in isolation; but in FATHER STUDY, it has one.


    Metathesis l.jpg
    Metathesis and 2 specifications in the 4

    • Reversal of 2 sounds: ask/aks, [nukyulr] for nuclear, [k^mf tr bl] for comfortable

    • ASL: PARENTS; DEAF

    • FATHER DEAF vesus GIRL DEAF: in FATHER DEAF, location moves downward in DEAF, while in GIRL DEAF, location moves up.


    Eat sleep home l.jpg
    EAT-SLEEP >> HOME and 2 specifications in the 4


    Semantic groups l.jpg
    Semantic groups and 2 specifications in the 4

    • City-7: Chicago, Indianapolis, Rochester, Philadelphia


    Syntax subject object agreement l.jpg
    Syntax: Subject/object agreement and 2 specifications in the 4

    • Location of 1, 2, 3rd (etc) person in signing space.

    • These locations are used with many (not all verbs) to mark agreement.

    • An overt subject or object is not necessary.

    • Carol Padden: (i) Plain verbs (ii) agreement verbs (iii) spatial verbs


    Plain verbs l.jpg
    Plain verbs and 2 specifications in the 4

    • LOVE, SORRY, ACCEPT

    • No subject or object agreement.


    Syntax verbal agreement l.jpg
    Syntax: verbal agreement and 2 specifications in the 4

    Some verbs mark subject/object (S/O) agreement with orientation:I SEE YOU. HE HATES HIM.

    Some verbs mark S/O agreement with location: e.g., HELP.

    Some use both: SAY-NO-TO; GIVE; ASK.


    Slide29 l.jpg
    GIVE and 2 specifications in the 4


    Slide31 l.jpg


    Inverted agreement l.jpg
    “inverted” agreement and 2 specifications in the 4

    • Object agreement comes first in time: INVITE; COPY.


    Reciprocals l.jpg
    Reciprocals and 2 specifications in the 4

    • LOOK-AT-EACH-OTHER


    Spatial verbs l.jpg
    Spatial verbs and 2 specifications in the 4

    • Spatial verbs differ from agreement verbs in that with spatial verbs, space represents space, while with agreement verbs, space is divided into sections, with each participant (subject, object) being assigned one section.


    Topicalization l.jpg
    Topicalization and 2 specifications in the 4

    • KID, FATHER LOVES


    Examples from padden et al l.jpg
    Examples (from Padden et al) and 2 specifications in the 4

    Jack: I RECENTLY SEE MOVIE INTERESTING. ITSELF OLD MOVIE, SIGN LECTURE B-Y G-E-O-R-G-E V-E-D-I-T-Z. YOU SEE FINISH YOU?

    TOM: [NOT-YET I]. [V-E-D-I-T-Z WHO?]

    JACK: HIMSELF DEAF, PRESIDENT N-A-D LONG-AGO 1913. SIGN HIS CAN NOTICE OLD, DIFFERENT.

    TOM: [MAKE MOVIE WHAT FOR?]whq

    JACK: N-A-D FINISH COLLECT 5,000 DOLLAR, MAKE MOVIE. IT WANT


    Slide37 l.jpg

    SAVE, PROTECT SIGN FOR FUTURE DEAF. and 2 specifications in the 4

    TOM: I WANT SEE MOVIE. [WHERE?]whq

    JACK: LIBRARY HAVE SHOULD. YOU-ASK-IT LIBRARY.


    Dialog 4 l.jpg
    Dialog 4 and 2 specifications in the 4

    • BILL: [KNOW-THAT HAVE PERFORMANCE NEW?] q DEAF PERFORMANCE GROUP THERE L-A ESTABLISH. [WANT SEE YOU?]q

    • Jack: I WANT. CHAIR LEFT HAVE?

    • Bill: SHOULD HAVE LEFT CL:5. I-TTY-IT, TWO-US RESERVE CHAIR. TICKET COST 3-DOLLAR.

    • Jack: I-PAY-YOU NOW CAN I.


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