‘It will make more people feel included if they can talk to them in their first language’: The experience of university students with an intellectual disability engaging in a formal Irish Sign Language Course

2021 ◽  
Author(s):  
Natasha A. Spassiani ◽  
Maria Clince ◽  
Noel Ó Murchadha
Keyword(s):  
Intellectual Disability ◽  
University Students ◽  
Sign Language ◽  
First Language

Revisiting Curricula for Deaf Students

2018 ◽  
Author(s):  
Stein Erik Ohna
Keyword(s):  
Sign Language ◽  
Educational System ◽  
School System ◽  
First Language ◽  
National Curriculum ◽  
Educational Context ◽  
Deaf Students ◽  
National Policies ◽  
Classroom Processes ◽  
The Right

The Norwegian National Curriculum in 1997 introduced four subject curricula for deaf students as part of new legislation giving deaf students who have acquired sign language as their first language the right to instruction in the use of sign language and through the medium of sign language. A few years later, new hearing technologies contributed to substantial changes in the educational context. This situation has challenged the school system, schools, and teachers. The chapter is organized in three sections. First, the educational system and the process leading to the introduction of new legislation is presented. The second section deals with information about the use of curricula for deaf students. The last section discusses issues of students’ achievements, classroom processes, and national policies.

Teaching South African Sign Language as a second language to university students: an integrated pedagogy

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marga Stander ◽  
Annemarie Le Roux
Keyword(s):  
Second Language ◽  
University Students ◽  
Sign Language ◽  
South African ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Specific Method ◽  
Language Curriculum ◽  
Popular Language ◽  
Output Hypothesis

Abstract South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen’s Comprehension Input Hypothesis and Swain’s Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention.

scholarly journals Sign Language, Symbols and Meanings in Social Life/لغة الإشارة والرموز ومعانيها في الحياة الاجتماعية

2017 ◽  
Vol 1 (1) ◽  
pp. 77-87
Author(s):  
Cicik Aini
Keyword(s):  
Sign Language ◽  
Social Life ◽  
Daily Life ◽  
First Language ◽  
Modern Society ◽  
Body Language ◽  
International Language ◽  
Steel Factory

Body language is the first language used by human. It is based on movement, writing code, and sign modern society majority used body language as communication in every sector, thus we use body language in daily life and in every moment. And several legal cauncils use body language in their working side. Sign is an international language used by many circles as like crossing sign, in steel factory military, flight company, and maritime company.تعتبر لغة الاشارة اقدم لغة استخدمها الانسان منذ بدء الخليقة للتحاور والتواصل , نظراً لبساطتها واعتمادها على الحركة والرموز والإيماءات. وفي معظم المجتمعات الحضرية و الريفية يستخدم الافراد ايماءات و اشارات يفهمونها ويقومون بانتاجها للتعبير عن حاجاتهم المتنوعة , وقد نلجأ احياناً لاستخدام الاشارات في حياتنا اليومية ونعتمدها في ظروف خاصة كالتواصل مع شخص لا نفهم لغته وتستعمل بعض الهيئات الرسمية الاشارات في ميادين عملها , وهي لغة عالمية يستخدمها الجميع مثل : اشارات المرور و الاشارات التي يؤديها العاملون في البورصة او السكك الحديدية او في الجيش او مجال الطيران او البحرية او الكشافة وتبين ان هذه الاشارات يصعب الاستغناء عنها بمجتمعنا.

scholarly journals Sign Order in Slovenian Sign Language Transitive and Ditransitive Sentences

2020 ◽  
Vol 15 (4) ◽  
pp. 199-220
Author(s):  
Matic Pavlič
Keyword(s):  
Sign Language ◽  
First Language ◽  
Picture Description ◽  
Classifier Predicates ◽  
Description Task

The basic sign order in Slovenian Sign Language (SZJ) is Subject-Verb-Object (SVO). This is shown by analysing non-topicalised or focalised transitive and ditransitive sentences that were elicited from first language SZJ informants using Picture Description Task. The data further reveal that the visual-gestural modality, through which SZJ is transmitted, plays a role in linearization since visually influenced classifier predicates trigger the non-basic SOV sign order in this language.

scholarly journals Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language

2014 ◽  
Vol 26 (3) ◽  
pp. 1015-1026 ◽  
Author(s):  
Naja Ferjan Ramirez ◽  
Matthew K. Leonard ◽  
Tristan S. Davenport ◽  
Christina Torres ◽  
Eric Halgren ◽  
...  
Keyword(s):  
American Sign Language ◽  
Case Studies ◽  
Sign Language ◽  
Language Learners ◽  
Language Processing ◽  
First Language ◽  
American Sign ◽  
Longitudinal Case Studies

First-Language Acquisition After Childhood Differs From Second-Language Acquisition

1993 ◽  
Vol 36 (6) ◽  
pp. 1258-1270 ◽  
Author(s):  
Rachel I. Mayberry
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sign Language ◽  
Sentence Processing ◽  
First Language ◽  
Fine Motor ◽  
Late Childhood ◽  
First Language Acquisition

This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

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