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Artículos de revistas sobre el tema "Sign language"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de julio de 2024

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1

Suganthi, Mrs Dr V., C. Thavapriya y T. Mirudhu Bashini. "Sign Language Identification". International Journal of Research Publication and Reviews 5, n.º 3 (21 de marzo de 2024): 5997–6001. http://dx.doi.org/10.55248/gengpi.5.0324.0855.

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2

Papatsimouli, Maria, Lazaros Lazaridis, Konstantinos-Filippos Kollias, Ioannis Skordas y George F. Fragulis. "Speak with signs: Active learning platform for Greek Sign Language, English Sign Language, and their translation". SHS Web of Conferences 102 (2021): 01008. http://dx.doi.org/10.1051/shsconf/202110201008.

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Sign Language is used to facilitate the communication between Deaf and non-Deaf people. It uses signs-words with basic structural elements such as handshape, parts of face, body or space, and the orientation of the fingers-palm. Sign Languages vary from people to people and from country to country and evolve as spoken languages. In the current study, an application which aims at Greek Sign Language and English Sign Language learning by hard of hearing people and talking people, has been developed. The application includes grouped signs in alphabetical order. The user can find Greek Sign Language signs, English sign language signs and translate from Greek sign language to English sign language. The written word of each sign, and the corresponding meaning are displayed. In addition, the sound is activated in order to enable users with partial hearing loss to hear the pronunciation of each word. The user is also provided with various tasks in order to enable an interaction of the knowledge acquired by the user. This interaction is offered mainly by multiple-choice tasks, incorporating text or video. The current application is not a simple sign language dictionary as it provides the interactive participation of users. It is a platform for Greek and English sign language active learning.

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3

Mertzani, Maria. "SIGN LANGUAGE LITERACY IN THE SIGN LANGUAGE CURRICULUM". Momento - Diálogos em Educação 31, n.º 02 (28 de julio de 2022): 449–74. http://dx.doi.org/10.14295/momento.v31i02.14504.

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The Sign Language curriculum is a contemporary development which few countries have officially implemented to teach a national standard Sign Language as a first language (L1) and/or mother tongue in the school grades. In these, Sign Language is a mandatory unit, which the deaf child needs to study and develop metalinguistically, as is the case in learning spoken languages as L1. A Sign Language as a metalanguage also means that the curriculum teaches explicit linguistic knowledge for the child to understand gradually how SL functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when attending the language. In other words, the Sign Language curriculum addresses the importance of developing the child’s Sign Language literacy. Traditionally, literacy is linked to reading and writing and for its learning the language curriculum sets five essential early literacy components: comprehension, phonological awareness, phonics, print convention knowledge and fluency. The paper discusses these components in support of Sign Language literacy as a verbal (non-print) form of literacy, based on a documental study among the Sign Language and indigenous curriculum.

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4

de Vos, Connie y Roland Pfau. "Sign Language Typology: The Contribution of Rural Sign Languages". Annual Review of Linguistics 1, n.º 1 (enero de 2015): 265–88. http://dx.doi.org/10.1146/annurev-linguist-030514-124958.

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5

Kourbetis, Vassilis y Robert J. Hoffmeister. "Name Signs in Greek Sign Language". American Annals of the Deaf 147, n.º 3 (2002): 35–43. http://dx.doi.org/10.1353/aad.2012.0204.

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6

Cruz-Aldrete, Miroslava y Hann Bastian González Muciño. "What’s your sign? Personal Name Signs in Mexican Sign Language". Onomástica desde América Latina 3, n.º 6 (10 de octubre de 2022): 235–55. http://dx.doi.org/10.48075/odal.v3i6.29930.

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El uso de un nombre/apodo/SEÑA dentro de la comunidad sorda representa un papel importante, pues se trata de una seña que identifica no solo a los miembros sordos de la misma comunidad, sino también a los oyentes que están relacionados con ella. Esta seña es dada por uno de los miembros de la comunidad sorda e implica tanto una aceptación como identidad dentro de la misma. La creación de una seña personal en Lengua de Señas Mexicana responde a diversas maneras de formación del nombre/apodo/seña que varían por cada persona. En esta investigación se presenta, en primer lugar, la relevancia del nombre propio como un elemento social. Posteriormente, se presentan los antecedentes sobre el estudio de las señas personales en las lenguas de señas. Finalmente, a partir de entrevistas realizadas a miembros de la comunidad sorda se muestran los tres procesos encontrados para la formación de señas personales en Lengua de Señas Mexicana: la asignación de señas por rasgos sobresalientes físicos o de conducta; señas que han sido heredadas o que comparten rasgos articulatorios en la familia; y el cambio de seña personal.

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7

Langley, Trevor. "Sign language". Practical Pre-School 2010, n.º 110 (marzo de 2010): 5. http://dx.doi.org/10.12968/prps.2010.1.110.46805.

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8

Welch, Elizabeth. "Sign language". Nursing 28, n.º 7 (julio de 1998): 9. http://dx.doi.org/10.1097/00152193-199807000-00003.

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9

Jaraisy, Marah y Rose Stamp. "The Vulnerability of Emerging Sign Languages: (E)merging Sign Languages?" Languages 7, n.º 1 (24 de febrero de 2022): 49. http://dx.doi.org/10.3390/languages7010049.

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Emerging sign languages offer linguists an opportunity to observe language emergence in real time, far beyond the capabilities of spoken language studies. Sign languages can emerge in different social circumstances—some in larger heterogeneous communities, while others in smaller and more homogeneous communities. Often, examples of the latter, such as Ban Khor Sign Language (in Thailand), Al Sayyid Bedouin Sign Language (in Israel), and Mardin Sign Language (in Turkey), arise in communities with a high incidence of hereditary deafness. Traditionally, these communities were in limited contact with the wider deaf community in the region, and so the local sign language remained relatively uninfluenced by the surrounding signed language(s). Yet, in recent years, changes in education, mobility, and social communication patterns have resulted in increased interaction between sign languages. Rather than undergoing language emergence, these sign languages are now facing a state of “mergence” with the majority sign language used by the wider deaf community. This study focuses on the language contact situation between two sign languages in Kufr Qassem, Israel. In the current situation, third-generation deaf signers in Kufr Qassem are exposed to the local sign language, Kufr Qassem Sign Language (KQSL), and the dominant sign language of the wider Israeli deaf community, Israeli Sign Language (ISL), both of which emerged around 90 years ago. In the current study, we analyzed the signing of twelve deaf sign-bilinguals from Kufr Qassem whilst they engaged in a semi-spontaneous task in three language conditions: (1) with another bilingual signer, (2) with a monolingual KQSL signer, and (3) with a monolingual ISL signer. The results demonstrate that KQSL-ISL sign-bilinguals show a preference for ISL in all conditions, even when paired with a monolingual KQSL signer. We conclude that the degree of language shift in Kufr Qassem is considerable. KQSL may be endangered due to the risk of social and linguistic mergence of the KQSL community with the ISL community in the near future.

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10

Linde-Usiekniewicz, Jadwiga y Piotr Mostowski. "Ikoniczność, metonimia i metafora w znakach polskiego języka migowego oznaczających mówienie". Poradnik Językowy, n.º 3/2022(792) (18 de marzo de 2022): 23–41. http://dx.doi.org/10.33896/porj.2022.3.2.

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This is the fi rst in a planned series of papers dedicated to Polish Sign Language (PJM) signs denoting speech. It presents an analysis of twenty different signs attested in the Polish Sign Language Corpus (KPJM) in terms of iconicity as well as metonymies and metaphors used in their formation. The conducted analysis showed that two classes of signs can be distinguished in the examined material: iconic signs making use of metonymy and signs motivated by a conceptual metaphor. The former refer exclusively to the production of speech as opposed to signing: the vehicle is the phonetic act (mouth movement or air movement). Metaphoric signs, in turn, consistently rely on the conduit metaphor, refer to both spoken and signed utterances, and focus on transmission of a semantic content.

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11

MAURYA, AMAN, JASMEET KAUR, RIYA GARG y SUDEEP VARSHNEY. "AUDIO TO SIGN LANGUAGE CONVERTER". International Journal Of Multidisciplinary Research And Studies 05, n.º 03 (25 de abril de 2022): 01–06. http://dx.doi.org/10.33826/ijmras/v05i03.2.

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There is a communication gap between people who are not able to understand the thoughts of those people having this problem so with the help of AI this application artificially which will be able to help those peoples who have no sense of understanding the thoughts of others by their movement or motion. We will add some signs of the English alphabet as predefined expressions. This application we made is for deaf people having hearing problems with them.

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12

MAURYA, AMAN, JASMEET KAUR, RIYA GARG y SUDEEP VARSHNEY. "AUDIO TO SIGN LANGUAGE CONVERTER". International Journal Of Multidisciplinary Research And Studies 05, n.º 03 (25 de abril de 2022): 01–06. http://dx.doi.org/10.33826/ijmras/v05i03.2.

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There is a communication gap between people who are not able to understand the thoughts of those people having this problem so with the help of AI this application artificially which will be able to help those peoples who have no sense of understanding the thoughts of others by their movement or motion. We will add some signs of the English alphabet as predefined expressions. This application we made is for deaf people having hearing problems with them.

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13

Esenalieva, Gulzada, Mohd Tauheed Khan, Andrei Ermakov y Eliza Tursunbekovna. "REAL-TIME SIGN LANGUAGE RECOGNITION". Alatoo Academic Studies 24, n.º 1 (30 de marzo de 2024): 165–74. http://dx.doi.org/10.17015/aas.2024.241.15.

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Individuals who are deaf or mute frequently encounter communication barriers. Nevertheless, recent progress in artificial intelligence (AI) has mitigated these challenges. A method employing an open-source tool known as MediaPipe, along with OpenCV and a machine learning algorithm, facilitates the recognition of sign language. This system achieves real-time sign language recognition without relying on specialized wearable devices, enhancing convenience and accessibility. In this context, machine learning plays a pivotal role in recognizing and interpreting sign language, thus facilitating communication within the deaf-mute community. Key terms include artificial intelligence (AI), deep learning, computer vision, machine learning, sign language, and recognition of sign language. Overall, these technological advancements signify a significant step towards inclusive communication for all.

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14

Gunjal, Prof S. P. "Sign Language Analysis Using CNN Algorithm". INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, n.º 01 (15 de enero de 2024): 1–6. http://dx.doi.org/10.55041/ijsrem28223.

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Sign language is a rich and diverse mode of communication used by Deaf and hard of-hearing communities around the world. This paper presents a comprehensive analysis of sign language, focusing on its linguistic and gestural elements. Our study encompasses an exploration of the structural properties of sign languages, their historical evolution, and the cognitive and neural mechanisms underlying sign language processing. We begin by providing an overview of sign language as a natural and fully developed language with its own syntax, semantics, and phonological features. Drawing from various sign languages, including American Sign Language (ASL), British Sign Language (BSL), and others, we investigate the grammatical aspects and iconicity within signs. Furthermore, we examine the role of facial expressions and non-manual markers in conveying essential linguistic information. This analysis also delves into the historical and cultural dimensions of sign languages, shedding light on the evolution of sign languages and the influence of Deaf culture on their development. It highlights the importance of recognizing sign languages as unique cultural and linguistic entities, distinct from spoken languages. Keywords:Computer Vision; Convolutional Neural Networks; Sign Language Recognition

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15

Guen, Olivier Le, Rossy Kinil Canche, Merli Collí Hau y Geli Collí Collí. "Sign Names in Yucatec Maya Sign Language". Sign Language Studies 24, n.º 1 (septiembre de 2023): 128–67. http://dx.doi.org/10.1353/sls.2023.a912332.

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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.

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16

Kusters, Annelies. "Language ideologies in the shared signing community of Adamorobe". Language in Society 43, n.º 2 (27 de marzo de 2014): 139–58. http://dx.doi.org/10.1017/s0047404514000013.

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AbstractThis article analyzes language ideologies with regard to sign language in Adamorobe, a “shared signing community” in southern Ghana. Adamorobe Sign Language (AdaSL) is a “shared sign language,” used by all deaf people and a large number of hearing Akan-speaking people. Deaf schoolchildren from Adamorobe attend a school where Ghanaian Sign Language (GSL) is taught. Hearing interviewees have experiential knowledge that everything can be said in AdaSL, emphasise the shared roots of AdaSL and Akan, and called AdaSL “natural.” Deaf interlocutors describe Akan, AdaSL, and GSL as three distinct but equivalent languages. AdaSL is said to be a “hard” language, more pleasant to use, and more expressive than GSL, but sign bilingualism is highly valued. These findings are compared and contrasted with accounts on language ideologies with regard to other shared sign languages and larger urban/national sign languages. (Language ideologies, language practices, Ghana, Ghanaian Sign Language, Adamorobe Sign Language, Akan, shared sign languages, shared signing communities, village sign languages)*

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17

Eichmann, Hanna. "Planning sign languages: promoting hearing hegemony? Conceptualizing sign language standardization". Current Issues in Language Planning 10, n.º 3 (agosto de 2009): 293–307. http://dx.doi.org/10.1080/14664200903116287.

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18

Reagan, Timothy. "Language planning and language policies for sign languages: an emerging civil rights movement". Sociolinguistica 36, n.º 1-2 (1 de noviembre de 2022): 169–82. http://dx.doi.org/10.1515/soci-2022-0010.

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Abstract Following the publication of William Stokoe’s Sign Language Structure in 1960, there was a proliferation of linguistic research addressing different aspects of sign languages. The emergence of this research had implications not only for linguistics as an academic discipline, but also for the deaf community itself. One area in which the study of sign languages and the growing activism of deaf communities overlapped in powerful ways was in calls for the official recognition of sign languages – that is, with respect to status planning. In addition to status planning, there have also been clear examples of corpus planning, acquisition planning, and prestige planning with respect to sign languages. Although efforts to engage in language planning for sign languages, and to develop and implement language policies for such languages, share many characteristics with language planning targeting spoken languages, in other ways they are quite distinctive. In this article, an overview of language planning and policy for sign languages is provided, followed by discussions of the linguistic human rights of sign language users and the role of language policies for sign languages in efforts to ensure civil rights for deaf individuals and communities.

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19

Morgan, Hope E. y Rachel I. Mayberry. "Complexity in two-handed signs in Kenyan Sign Language". New Methodologies in Sign Language Phonology: Papers from TISLR 10 15, n.º 1 (29 de agosto de 2012): 147–74. http://dx.doi.org/10.1075/sll.15.1.07mor.

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This paper investigates whether two-handed signs in Kenyan Sign Language, a relatively young school-based sign language, conform to the same constraints on combinations of movement and handshape that hold in other sign languages. An analysis of 467 two-handed signs, separated into four types based on complexity, found that KSL is highly constrained, with only a few signs that violate proposed conditions. Three hypotheses to account for handshape restrictions on the non-dominant hand in highly complex signs are tested. Findings show that a universal unmarked set accounts for most of these handshapes; a language-specific unmarked set does no better; and a constraint on markedness at the featural level essentially accounts for all the signs. Further analyses discover that a preference for unmarked handshapes in the most complex signs extends to all two-handed signs to some degree. Finally, a phonotactic preference for the G/1 handshape on the dominant hand in complex signs is uncovered. Some evidence suggests that this tendency may surface in other languages as well.

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20

Zhang, Niina Ning. "Universal 20 and Taiwan Sign Language". Sign Language and Linguistics 10, n.º 1 (16 de octubre de 2007): 55–81. http://dx.doi.org/10.1075/sll.10.1.05zha.

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Word order flexibility in sign languages has led some scholars to conclude that sign languages do not have any hierarchical structure. This paper shows that the word order patterns within Taiwan Sign Language nominals precisely follow Greenberg’s (1963:87) Universal 20. The manifestation of the universal in this sign language indicates that like oral languages, sign languages have hierarchical structures. Moreover, this paper also discusses the relation between syntactic hierarchy and linearization from the perspective of Taiwan Sign Language. The fact that the word order possibilities stated in Universal 20 are attested in a single language challenges the very notion of language parameter.

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21

Stamp, Rose y Marah Jaraisy. "Language Contact between Israeli Sign Language and Kufr Qassem Sign Language". Sign Language Studies 21, n.º 4 (2021): 455–91. http://dx.doi.org/10.1353/sls.2021.0007.

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22

Malipatil, Sridevi. "Real Time Sign Language RecognitionReal Time Sign Language Recognition". International Journal for Research in Applied Science and Engineering Technology 10, n.º 6 (30 de junio de 2022): 2032–36. http://dx.doi.org/10.22214/ijraset.2022.44266.

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Abstract: With regard to hearing and vocally impaired individualities, communication with others is a way longer struggle for them. They are unfit to speak with traditional individualities duly. They face difficulties in getting jobs and living a traditional life like others. In this paper, we are introducing a smart communication system for hearing and vocally impaired individuals and also for normal people. The overall delicacy of the system is 92.5, with both the hands involved. The main advantage of this system being proposed over the former system is that in the former system the signs can be detectedby the camera only when the hands are covered in gloves whereas in this proposed system, we have tried our swish to overcome that disadvantage handed by the former system. Keywords: Open CV, Google API, Raspberry Pi video core GPU, image pre-processing, feature extraction.

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23

Rodriguez Ortiz, I. R. "Sign Language Comprehension: The Case of Spanish Sign Language". Journal of Deaf Studies and Deaf Education 13, n.º 3 (13 de diciembre de 2007): 378–90. http://dx.doi.org/10.1093/deafed/enm063.

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24

Wang, Jianwei. "Iconicity in Chinese Sign Language and Filipino Sign Language". English Language Teaching 17, n.º 5 (24 de abril de 2024): 51. http://dx.doi.org/10.5539/elt.v17n5p51.

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Sign language is primarily used as a means of communication by the deaf and hard of hearing. Iconicity is considered as its typical feature. This paper makes a preliminary comparison on lexical items between Chinese Sign Language (CSL) and Filipino Sign Language (FSL) through examining the iconic devices used by the CSL and FSL signs. The study provides some valuable evidence that the iconicity is prevalent in CSL and FSL which always use similar iconic device for the same concept due to shared embodied experience though different iconic devices are occasionally used. These iconic devices include direct (1) presentation; (2) number representation; (3) shape representation; (4) movement representation (5) size representation; (6) part-for-whole representation; (7) metonymic/metaphorical representation. The findings of the research could help to reveal the relationship between language and cognition and make some contributions to the communications among the deaf and hard of hearing in both Chian and the Philippines.

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Wilcox, Sherman. "Gesture and language". Gesture 4, n.º 1 (10 de junio de 2004): 43–73. http://dx.doi.org/10.1075/gest.4.1.04wil.

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In this paper I explore the role of gesture in the development of signed languages. Using data from American Sign Language, Catalan Sign Language, French Sign Language, and Italian Sign Language, as well as historical sources describing gesture in the Mediterranean region, I demonstrate that gesture enters the linguistic system via two distinct routes. In one, gesture serves as a source of lexical and grammatical morphemes in signed languages. In the second, elements become directly incorporated into signed language morphology, bypassing the lexical stage. Finally, I propose a unifying framework for understanding the gesture-language interface in signed and spoken languages.

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Aronoff, Mark, Irit Meir, Carol Padden y Wendy Sandler. "Language is shaped by the body". Behavioral and Brain Sciences 31, n.º 5 (octubre de 2008): 509–11. http://dx.doi.org/10.1017/s0140525x08005001.

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AbstractSign languages provide direct evidence for the relation between human languages and the body that engenders them. We discuss the use of the hands to create symbols and the role of the body in sign language verb systems, especially in two quite recently developed sign languages, Israeli Sign Language and Al-Sayyid Bedouin Sign Language.

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Świdziński, Marek y Paweł Rutkowski. "Korpus ogólny jako model danego języka naturalnego: korpusy języków fonicznych a korpus polskiego języka migowego". Poradnik Językowy, n.º 3/2022(792) (18 de marzo de 2022): 7–22. http://dx.doi.org/10.33896/porj.2022.3.1.

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The aim of this paper is to discuss the major differences and similarities between the Corpus of Polish Sign Language (KPJM), which has been developed for a decade by the team of the Section for Sign Linguistics, Faculty of Polish Studies, University of Warsaw, and corpora of phonic languages (and in particular the National Corpus of Polish (NKJP)). The KPJM is a general corpus with an ambition to represent the whole language, used by the Polish Deaf. Unlike the corpora of phonic languages, which are collections of existing texts, the material of the KPJM was generated purposefully by recording and annotating an extensive set of videos. The paper shows that the sign language corpus should be viewed as analogous to spoken language corpora rather than to written language corpora. The KPJM can be perceived as a model of Polish Sign Language.

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Nuhbalaoglu, Derya. "Review of Kimmelman (2019): Information structure in sign languages: Evidence from Russian Sign Language and Sign Language of Netherlands". Special Issue in Memory of Irit Meir 23, n.º 1-2 (30 de octubre de 2020): 280–85. http://dx.doi.org/10.1075/sll.00053.nuh.

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29

Massone, Maria Ignacia y Monica Curiel. "Sign Order in Argentine Sign Language". Sign Language Studies 5, n.º 1 (2004): 63–93. http://dx.doi.org/10.1353/sls.2004.0023.

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30

Pirot, Khunaw Sulaiman y Wrya Izaddin Ali. "The Common Misconceptions about Sign Language". Journal of University of Raparin 8, n.º 3 (29 de septiembre de 2021): 110–32. http://dx.doi.org/10.26750/vol(8).no(3).paper6.

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This paper entitled ‘The Common Misconceptions about Sign Language’ is concerned with the most common misconceptions about sign language. It also deals with sign language and its relation with the spoken language. Sign language, primarily used by deaf people, is a fully-developed human language that does not use sounds for communication, but it is a visual-gestural system that uses hands, body and facial gestures. One of the misconceptions is that all sign languages are the same in the worldwide. Such assumptions cause problems. Accordingly, some questions have been raised: first, is sign language universal? Second, is sign language based on spoken language? And third, is sign language invented by hearing people? The aim of the paper is to have a deeper understanding about sign language. It also demonstrates the similarities and differences between the two different modalities: sign language and spoken language. The paper is based on some hypothesis. One of the hypotheses is that sign languages are pantomimes and gestures. It also hypothesizes that the process of language acquisition in sign language for deaf people is different from the language acquisition in spoken language for hearing people. To answer the questions raised, the qualitative approach is adopted. The procedure is to collect data about the subject from books and articles and then analyze the data to obtain the aim of the study. One of the conclusions is that sign language is not universal. It is recommended that more work can be carried out on the differences between either American Sign Language (ASL) or British Sign Language (BSL) with reference to zmânî âmâžaî kurdî (ZAK) Kurdish Sign Language) at all linguistic levels.

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Goyal, Lalit y Vishal Goyal. "Text to Sign Language Translation System". International Journal of Synthetic Emotions 7, n.º 2 (julio de 2016): 62–77. http://dx.doi.org/10.4018/ijse.2016070104.

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Many machine translation systems for spoken languages are available, but the translation system between the spoken and Sign Language are limited. The translation from Text to Sign Language is different from the translation between spoken languages because the Sign Language is visual spatial language which uses hands, arms, face, and head and body postures for communication in three dimensions. The translation from text to Sign Language is complex as the grammar rules for Sign Language are not standardized. Still a number of approaches have been used for translating the Text to Sign Language in which the input is the text and output is in the form of pre-recorded videos or the animated character generated by computer (Avatar). This paper reviews the research carried out for automatic translation from Text to the Sign Language.

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van den Bogaerde, Beppie. "De Nederlandse Gebarentaal En Taalonderwijs". TTW: De nieuwe generatie 39 (1 de enero de 1991): 75–82. http://dx.doi.org/10.1075/ttwia.39.07bog.

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Sign Language of the Netherlands (SLN) is considered to be the native language of many prelingually deaf people in the Netherlands. Although research has provided evidence that sign languages are fully fletched natural languages, many misconceptions still abound about sign languages and deaf people. The low status of sign languages all over the world and the attitude of hearing people towards deaf people and their languages, and the resulting attitude of the deaf towards their own languages, restricted the development of these languages until recently. Due to the poor results of deaf education and the dissatisfaction amongst educators of the deaf, parents of deaf children and deaf people themselves, a change of attitude towards the function of sign language in the interaction with deaf people can be observed; many hearing people dealing with deaf people one way or the other wish to learn the sign language of the deaf community of their country. Many hearing parents of deaf children, teachers of the deaf, student-interpreters and linguists are interested in sign language and want to follow a course to improve their signing ability. In order to develop sign language courses, sign language teachers and teaching materials are needed. And precisely these are missing. This is caused by several factors. First, deaf people in general do not receive the same education as hearing people, due to their inability to learn the spoken language of their environment to such an extent, that they have access to the full eduational program. This prohibits them a.o. to become teachers in elementary and secondary schools, or to become sign language teachers. Althought they are fluent "signers", they lack the competence in the spoken language of their country to obtain a teacher's degree in their sign language. A second problem is caused by the fact, that sign languages are visual languages: no adequate system has yet been found to write down a sign language. So until now hardly any teaching materials were available. Sign language courses should be developed with the help of native signers who should be educated to become language-teachers; with their help and with the help of video-material and computer-software, it will be possible in future to teach sign languages as any other language. But in order to reach this goal, it is imperative that deaf children get a better education so that they can contribute to the emancipation of their language.

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33

Sandler, Wendy, Carol Padden y Mark Aronoff. "Emerging Sign Languages". Languages 7, n.º 4 (7 de noviembre de 2022): 284. http://dx.doi.org/10.3390/languages7040284.

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34

Webster, Jenny. "Mitigating Institutional Attitudes toward Sign Languages: A Model for Language Vitality Surveys". Journal of Deaf Studies and Deaf Education 27, n.º 1 (2 de noviembre de 2021): 16–25. http://dx.doi.org/10.1093/deafed/enab036.

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Abstract This paper is about attitudes toward sign languages. The paper presents an idea to help make sign language surveys better in the future. In 2018, UNESCO (the United Nations Educational, Scientific and Cultural Organization) published a sign language survey and a spoken language survey together for the first time. This was very important to show that spoken languages and signed languages are equal. But the sign language survey has some weaknesses. The idea presented in this paper says that: when people make sign language surveys, they should be aware of discrimination and negative attitudes; they should give signers access to the survey in sign language; and they should help signers decide what actions they can do to protect their sign language.

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35

P.R., Mahidar. "Sign Language Recognition Techniques - A Survey". International Journal of Psychosocial Rehabilitation 24, n.º 5 (20 de abril de 2020): 2747–60. http://dx.doi.org/10.37200/ijpr/v24i5/pr201978.

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36

Vermeerbergen, Myriam, Mieke Van Herreweghe, Philemon Akach y Emily Matabane. "Constituent order in Flemish Sign Language (VGT) and South African Sign Language (SASL)". Sign Language and Linguistics 10, n.º 1 (16 de octubre de 2007): 23–54. http://dx.doi.org/10.1075/sll.10.1.04ver.

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This paper reports on a comparison of word order issues, and more specifically on the order of the verb and its arguments, in two unrelated sign languages: South African Sign Language and Flemish Sign Language. The study comprises the first part of a larger project in which a number of grammatical mechanisms and structures are compared across the two sign languages, using a corpus consisting of similar VGT and SASL-data of a various nature. The overall goal of the project is to contribute to a further understanding of the issue of the degree of similarity across unrelated sign languages. However, the different studies also mean a further exploration of the grammars of the two languages involved. In this paper the focus is on the analysis of isolated declarative sentences elicited by means of pictures. The results yield some interesting similarities across all signers but also indicate that — especially with regard to constituent order — there are important differences between the two languages.

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37

Stokoe, William C. "Sign Language versus Spoken Language". Sign Language Studies 1, n.º 4 (2001): 407–25. http://dx.doi.org/10.1353/sls.2001.0017.

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38

Stokoe, William. "Language, Prelanguage, and Sign Language". Seminars in Speech and Language 11, n.º 02 (mayo de 1990): 92–99. http://dx.doi.org/10.1055/s-2008-1064244.

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39

Дубинский y Vladimir Dubinskiy. "Non-verbal Language: Sign Language". Modern Communication Studies 4, n.º 2 (17 de abril de 2015): 15–20. http://dx.doi.org/10.12737/10570.

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Constructive signs that occupy the important state by forming and organizing of the think, the means of the speech property and subjective manner of the expression denotation in discourse are considered. The specifics of their content and constructive components and the role of the discoursemodal words in the utterance are determined$ their functional-stylistic attitude in the language system is fixed. The going linguistic changes are described; becoming obsolete and disappearing of some words, appearing of the new words and their structural-communicative state, the transformation of some language units meanings are described.

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40

Malaia, Evie y Ronnie B. Wilbur. "Early acquisition of sign language". Sign Language and Linguistics 13, n.º 2 (31 de diciembre de 2010): 183–99. http://dx.doi.org/10.1075/sll.13.2.03mal.

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Early acquisition of a natural language, signed or spoken, has been shown to fundamentally impact both one’s ability to use the first language, and the ability to learn subsequent languages later in life (Mayberry 2007, 2009). This review summarizes a number of recent neuroimaging studies in order to detail the neural bases of sign language acquisition. The logic of this review is to present research reports that contribute to the bigger picture showing that people who acquire a natural language, spoken or signed, in the normal way possess specialized linguistic abilities and brain functions that are missing or deficient in people whose exposure to natural language is delayed or absent. Comparing the function of each brain region with regards to the processing of spoken and sign languages, we attempt to clarify the role each region plays in language processing in general, and to outline the challenges and remaining questions in understanding language processing in the brain.

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41

Sagara, Keiko y Nick Palfreyman. "Variation in the numeral system of Japanese Sign Language and Taiwan Sign Language". Asia-Pacific Language Variation 6, n.º 1 (29 de julio de 2020): 119–50. http://dx.doi.org/10.1075/aplv.00009.sag.

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Abstract Abstract (Japanese Sign Language) The numerals 10, 100 and 1,000 are expressed variably in Japanese Sign Language (JSL) and Taiwan Sign Language (TSL), two languages that also have historic links. JSL was used in deaf schools that were established in Taiwan during the Japanese colonial era, leaving a lasting impression on TSL, but complex sociolinguistic situations have led to different outcomes in each case (Fischer, 2014; Sagara, 2014). This comparative sociolinguistic analysis is based on two datasets comprising a total of 1,100 tokens produced by 72 signers from the Kanto and Kansai regions (for JSL) and the cities of Tainan and Taipei (for TSL). Mixed effects modelling reveals that social factors such as the age and region of the signer have a significant influence on how the variable is realised. This investigation shows how careful cross-linguistic comparison can shed light on variation within and between sign languages that have been in contact, and how regional variation in one language may influence regional variation in another.

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42

Hall, Matthew L., Wyatte C. Hall y Naomi K. Caselli. "Deaf children need language, not (just) speech". First Language 39, n.º 4 (13 de marzo de 2019): 367–95. http://dx.doi.org/10.1177/0142723719834102.

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Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatrics article ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.

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43

Pavlič, Matic. "Sign order in Slovenian Sign Language locative constructions". Linguistica 56, n.º 1 (28 de diciembre de 2016): 225–38. http://dx.doi.org/10.4312/linguistica.56.1.225-238.

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In both sign and spoken languages, locative relations tend to be encoded within constructions that display the non-basic word/sign order. In addition, in such an environment, sign languages habitually use a distinct predicate type – a classifier predicate – which may independently affect the order of constituents in the sentence. In this paper, I present Slovenian Sign Language (SZJ) locative constructions, in which (i) the argument that enables spatial anchoring (“ground”) precedes both the argument that requires spatial anchoring (“figure”) and the predicate. At the same time, (ii) the relative order of the figure with respect to the predicate depends on the type of predicate employed: a non-classifier predicate precedes the figure, while a classifier predicate only comes after the figure.

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44

Leeson, Lorraine y Beppie van den Bogaerde. "(What we don’t know about) Sign Languages in Higher Education in Europe: Mapping Policy and Practice to an analytical framework". Sociolinguistica 34, n.º 1 (25 de noviembre de 2020): 31–56. http://dx.doi.org/10.1515/soci-2020-0004.

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AbstractThis paper focuses on issues related to sign language policies in Higher Educational Institutes (HEIs) in Europe. Drawing on the analytical framework proposed by Darquennes/Du Plessis/Soler (2020, i. e. this volume), which serves to address HEI language planning issues at macro, meso and micro levels, we carry out an inventory of how these issues play out for sign languages across Europe. Our investigation reveals the scarcity of information about sign language policies in HEIs, relating to both sign language as a language of instruction and as a subject of study. What becomes clear is that language planning activities (sign language acquisition, sign language status and corpus planning) are taking place in many countries but tend to go undocumented and unresearched. Given the increase in formal recognition of sign languages across Europe, coupled with the ratification of the UN’s Convention on the Rights of Persons with Disabilities (2006) by all EU member states, it would seem logical to expect that the status and prestige of sign languages would rise, with greater visibility of, and planning for, incorporation of sign languages in HEIs. However, the reality of the situation is unclear, suggesting the need for coordinated effort, supported by key pan-European bodies like the Council of Europe, the European Centre for Modern Languages and the European Commission, to ensure that sign language policy is on the agenda as parts of a rights-based response to deaf communities and the sign languages of Europe. Equally important is the need for European HEIs to embrace sign languages and ensure that they are part of the linguistic landscape. This will support and promote the status planning of sign languages and open up access to HEIs for deaf communities, a group that remains under-represented in academia.

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45

Krausneker, Verena. "Language Policy and Planning for Sign Languages". Sign Language Studies 12, n.º 2 (2012): 334–37. http://dx.doi.org/10.1353/sls.2011.0022.

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46

Sze, Felix, Silva Isma, Adhika Irlang Suwiryo, Laura Lesmana Wijaya, Adhi Kusumo Bharato y Iwan Satryawan. "Differentiating ‘dialect’ and ‘language’ in sign languages". Asia-Pacific Language Variation 1, n.º 2 (30 de diciembre de 2015): 190–219. http://dx.doi.org/10.1075/aplv.1.2.04sze.

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The distinction between languages and dialects has remained a controversial issue in literature. When such a distinction is made, it often has far-reaching implications in top-down language promotion and preservation policies that tend to favor only those varieties that are labelled as ‘languages’. This issue is of critical importance for the survival of most sign language varieties in the world from a socio-political point of view. Against this background, this paper discusses how the notions of ‘dialect’ and ‘language’ have been applied in classifying sign languages in the past few decades. In particular, the paper reports on two recent studies which provide linguistic evidence that the signing varieties used by Deaf signers in Jakarta and Yogyakarta in Indonesia should be regarded as distinct sign languages rather than mutually intelligible dialects of Indonesian Sign Language. The evidence comes from significant differences in the lexicon, preferred word order for encoding transitive events, and use of mouth actions. Our result suggests that signing varieties within a country can be significantly different from each other, thus calling for more concerted efforts in documenting and recognizing these differences if the linguistic needs of the signing communities are to be met.

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47

P, Keerthana, Nishanth M, Karpaga Vinayagam D, Alfred Daniel J y Sangeetha K. "Sign Language Recognition". International Research Journal on Advanced Science Hub 3, Special Issue ICARD 3S (20 de marzo de 2021): 41–44. http://dx.doi.org/10.47392/irjash.2021.060.

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48

Jadhav, Akshay, Gayatri Tatkar, Gauri Hanwate y Rutwik Patwardhan. "Sign Language Recognition". International Journal of Advanced Research in Computer Science and Software Engineering 7, n.º 3 (30 de marzo de 2017): 109–15. http://dx.doi.org/10.23956/ijarcsse/v7i3/0127.

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49

Kato, Katsuyoshi. "Sign Language Teaching". Japanese Journal of Sign Language Studies 14, n.º 2 (1998): 50–54. http://dx.doi.org/10.7877/jasl.14.50.

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50

Arsan, Taner y Oguz Ulgen. "Sign Language Converter". International Journal of Computer Science & Engineering Survey 6, n.º 4 (31 de agosto de 2015): 39–51. http://dx.doi.org/10.5121/ijcses.2015.6403.

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