Methods of Research on Sign Language Grammars

Padden, Carol

doi:10.1002/9781118346013.ch9

Cited by 3 publications

(2 citation statements)

References 34 publications

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“…It occurs when the narrator adopts the personality and characteristics of the characters (Mulrooney, 2009). This phenomenon is marked by body position, facial expression and eye gaze, taking a character's role in the narrative (Engberg-Perderson, 1995, in Rayman, 1999Padden, 1986;Poulin and Miller, 1992). This resource was widely used in the narrative in ChSL (see the last two panels in Figure 2).…”

Section: The Process Of Transmediation: From Verbal Text To Shared Na...mentioning

confidence: 99%

Revitalizing legends through transmediation: a workshop for Deaf storytelling

Diaz

Córdova²,

Sauvalle³

et al. 2021

Visual Communication

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In compulsory education in Chile, Deaf students and their teachers must navigate through an educational system that relies heavily on verbal language to validate and communicate knowledge. Most educational resources available to students have been produced for and within a hearing community, privileging sound and written verbal materials over other ways of exchanging knowledge. In this practitioner piece, verbal texts produced in an oral and written culture are transformed in a visual storytelling workshop by a group of Deaf students. The alterations made to the ‘original’ text are traced in four stages, conceptualized here as transmediation, outlining the way the verbal text is transformed into Chilean Sign Language scripts, objects and characters, altering its structure and meaning. The authors aim to provide teachers and practitioners who work in diverse educational settings with ways of producing educational material through participation with students in creative ways.

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Section: The Process Of Transmediation: From Verbal Text To Shared Na...mentioning

confidence: 99%

Revitalizing legends through transmediation: a workshop for Deaf storytelling

Diaz

Córdova²,

Sauvalle³

et al. 2021

Visual Communication

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show abstract

“…The gaze may change in the middle of a gesture, and sometimes such a change is part of the speaker’s representation of a referent, that is, the way the speaker’s gaze moves represents the way the character’s gaze moved in the stimulus. In the sign language literature, breaking gaze with the addressee is often taken as an obligatory indicator that a signer is role-shifting or constructing the action of a referent (e.g., Loew, 1984; Padden, 1986), that is, what the gesture literature has called imitating the actions of a character. Engberg-Pedersen (2015) explicitly links gaze to viewpoint.…”

Section: Describing Gestural Elementsmentioning

confidence: 99%

Separating viewpoint from mode of representation in iconic co-speech gestures: insights from Danish narratives

Frederiksen¹

2017

Lang. cogn.

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a b st r a c t During narrative retelling, speakers shift between different viewpoints to reflect how they conceptualize the events that unfolded. These viewpoints can be indicated through gestural means as well as through verbal ones. Studies of co-speech gestures have inferred viewpoint from gesture form, i.e., how entities are mapped onto the (primarily manual) articulators, but the merits of this approach have not been discussed. The present study argues that viewpoint is more than gestural form. Despite connections between the two, many other factors may influence a gesture's form. Assessing viewpoint from gesture form alone limits the applicability of gestural viewpoint as a window onto speakers' event conceptualization and introduces unnecessary differences in the categorization of viewpoint across gestures types. The present study examines iconic co-speech gestures in Danish narratives, and makes explicit the means used to infer gestural viewpoint. The approach advocated here ensures that the notion of viewpoint can be applied in a principled way to all or most iconic gestures.k e y w o r d s : viewpoint, gesture, sign language, role-shift, mode of representation.

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Exploring positional and dimensional aspects of topographic space for advanced-level British Sign Language learners

Nunn

2024

SL&L

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This study investigates how British Sign Language (BSL) learners develop positional and dimensional aspects of topographic space. The teaching of BSL has been occurring at an increasing rate, and many people are learning to use BSL to the advanced levels, which are generally referred to in the UK as BSL Levels 4 and 6 and are loosely equivalent to pre-C1 (advanced) and C1 (proficient), respectively, on the Common European Framework for Reference (Languages) scale. Spatial grammar is a crucial aspect of BSL (Brennan 1992), and this article provides insight into issues related to learning how to use topographic space, a feature of spatial grammar whereby real-world referent locations are replicated in the signing production. This study of L2 advanced learners of BSL explores the numbers and types of errors that are made when applying topographic features into their signing, with a particular focus on positioning and dimensionality aspects. Two scenarios are used do this: classroom layouts (Task 1) and a courtroom layout (Task 2). The study concludes with reflections on how BSL teachers can support L2 learners in improving their development of topographic skills.

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Methods of Research on Sign Language Grammars

Cited by 3 publications

References 34 publications

Revitalizing legends through transmediation: a workshop for Deaf storytelling

Revitalizing legends through transmediation: a workshop for Deaf storytelling

Separating viewpoint from mode of representation in iconic co-speech gestures: insights from Danish narratives

Exploring positional and dimensional aspects of topographic space for advanced-level British Sign Language learners

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