The study analyses the iconography of 602 Attic vases where the mano cornuta appears, and parallels its themes to the meanings of 110 Y-handshape signs of three sign languages: the American Sign Language, Brasilian Sign Language, and Greek Sign Language. The examination demonstrates mano cornuta to be the etymon of cognate signs among the three sign languages. Resumo: O estudo analisa a iconografia de 602 vasos áticos, onde aparece a mano cornuta, e paraleliza seus temas com os significados de 110 sinais com a configuração de mão Y, em três línguas de sinais: em Língua de Sinais Americana, em Língua de Sinais Brasileira e em Língua de Sinais Grega. O exame demonstra que a mano cornuta é o étimo dos sinais cognatos entre as três línguas de sinais.
The study looks at the iconicity, phonemic and graphemic, of the historical marker KA-RA since Mycenaean Greek, following current research paradigms of psycholinguistics. Its syllables (KA, RA) are examined in relation to the shape of its referents, mapped into roundness overall. Concerning KA, the study shows that both the phoneme and grapheme refer to round and angular/linear real-world referents, an outcome that agrees with previous research. In addition, KA-RA is shown to be culturally constructed, manifested in i.e., art designs that have been preserved and expressed in a similar fashion across civilizations, especially in the worship of Mother Earth.
The fact that language teaching can be operationalized through computer-assisted language learning (CALL) has directed researchers’ attention to the learning task, which, in this case, is considered to be the unit that demands analysis of the communicative processes in which the learner is involved while working with CALL. Research focuses on understanding the cognitive and social processes that CALL tasks create, such as the input they provide to learners, the interactions they offer, and the opportunities they provide to learners to produce the language. This study investigated the use of CALL, specifically SignLab, in the teaching and learning of British Sign Language (BSL). The primary research objective was to identify how students and teaching assistants used the hardware and software in order to learn and teach BSL, as well as their attitudes toward this technology. Data were collected by means of a questionnaire and interviews with students and teaching assistants with regard to their perceptions of BSL learning and teaching. Classroom observations were also conducted to investigate the actual teaching and learning activity occurring in the SignLab classroom.
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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