Phonological "Deviance" in British Sign Language Poetry

Sutton–Spence, Rachel

doi:10.1353/sls.2001.0029

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…Ela chama nossa atenção para a língua e suas regras (SUTTON-SPENCE, 2001). Dado que a língua usada em poesia sinalizada geralmente desvia-se da sinalização cotidiana, a poesia chama a atenção para as regras da língua de sinais "correta" ao desrespeitá-las (LEECH, 1969).…”

Section: Melhorando As Habilidades Linguísticas De Sinalizadores Em L1unclassified

Por que precisamos de poesia sinalizada em educação bilíngue

Sutton–Spence

2014

Educ. rev.

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RESUMOUma verdadeira educação bilíngue e bicultural para crianças surdas requer que elas aprendam a forma de arte surda de poesia em língua de sinais. Neste artigo apresento as vantagens e desvantagens de se fazer isto. Revisando a escassa literatura sobre o ensino de poesia sinalizada para crianças surdas, seja traduzida ou original, eu a relaciono ao uso de literatura em cenários de aprendizagem de L2. Reflexões de professores-poetas surdos do Reino Unido mostram que a criança surda prontamente se simpatiza com a poesia sinalizada, e com o foco linguístico adequado dos professores, isto as ajuda a desenvolver uma gama de habilidades linguísticas e a expressar suas emoções. Barreiras para isto, contudo, incluem a falta de treinamento e apreensão de professores surdos e ouvintes -mesmo quando os professores são poetas.Palavras-chave: poesia em língua de sinais; educação bilíngue; poetas--professores surdos; aprendizagem de literatura sinalizada em L1; aprendizagem de literatura sinalizada em L2. ABSTRACTA truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to use of literature in L2-learning settings. Reflections 1 Este trabalho foi financiado pela CAPES, como parte do programa PVE,

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Section: Melhorando As Habilidades Linguísticas De Sinalizadores Em L1unclassified

Por que precisamos de poesia sinalizada em educação bilíngue

Sutton–Spence

2014

Educ. rev.

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“…It draws our attention to the language and its rules (SUTTON-SPENCE, 2001). Because the language used in signed poetry often deviates from everyday signing, it draws attention to the rules of 'correct' sign language by disregarding them (LEECH, 1969).…”

Section: Improving Language Skills Of L1 Signersmentioning

confidence: 99%

Why we need signed poetry in bilingual education

Sutton–Spence

2014

Educ. rev.

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A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to the use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them to develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers -even when the teachers are poets.Keywords: sign language poetry; bilingual education; deaf poet-teachers; signed literature in l1 learning; signed literature in l2 learning. RESUMOUma verdadeira educação bilíngue e bicultural para crianças surdas requer que elas aprendam a forma de arte surda de poesia em língua de sinais. Neste artigo apresento as vantagens e desvantagens de se fazer isto. Revisando a escassa literatura sobre o ensino de poesia sinalizada para crianças surdas, seja traduzida ou original, eu a relaciono ao uso de literatura em cenários de aprendizagem de L2. Reflexões de professores-poetas surdos do Reino Unido mostram que a criança surda prontamente se simpatiza com a poesia sinalizada, e com o foco linguístico adequado dos professores, isto as ajuda (Clark, 2009, 7)

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“…The handshape for these three hand configurations share the same handshape and can thus be considered to be phonologically similar, despite differences in orientation. As is the case in spoken language, signed language phonology is used as the basis for poetry (Klima & Bellugi, 1976;Sutton-Spence, 2001) and nursery rhymes (Blondel & Miller, 2001).…”

Section: IImentioning

confidence: 99%

Dealing with Digits : Arithmetic, Memory and Phonology in Deaf Signers

Andin¹

2014

Studies From the Swedish Institute for Disability Research

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Deafness has been associated with poor abilities to deal with digits in the context of arithmetic and memory, and language modality-specific differences in the phonological similarity of digits have been shown to influence short-term memory (STM). Therefore, the overall aim of the present thesis was to find out whether language modality-specific differences in phonological processing between sign and speech can explain why deaf signers perform at lower levels than hearing peers when dealing with digits. To explore this aim, the role of phonological processing in digit-based arithmetic and memory tasks was investigated, using both behavioural and neuroimaging methods, in adult deaf signers and hearing non-signers, carefully matched on age, sex, education and nonverbal intelligence. To make task demands as equal as possible for both groups, and to control for material effects, arithmetic, phonological processing, STM and working memory (WM) were all assessed using the same presentation and response mode for both groups. The results suggested that in digit-based STM, phonological similarity of manual numerals causes deaf signers to perform more poorly than hearing non-signers. However, for digit-based WM there was no difference between the groups, possibly due to differences in allocation of resources during WM. This indicates that similar WM for the two groups can be generalized from lexical items to digits. Further, we found that in the present work deaf signers performed better than expected and on a par with hearing peers on all arithmetic tasks, except for multiplication, possibly because the groups studied here were very carefully matched. However, the neural networks recruited for arithmetic and phonology differed between groups. During multiplication tasks, deaf signers showed an increased reliance on cortex of the right parietal lobe complemented by the left inferior frontal gyrus. In contrast, hearing non-signers relied on cortex of the left frontal and parietal lobe during multiplication. This suggests that while hearing non-signers recruit phonology-dependent arithmetic fact retrieval processes for multiplication, deaf signers recruit non-verbal magnitude manipulation processes. For phonology, the hearing non-signers engaged left lateralized frontal and parietal areas within the classical perisylvian language network. In deaf signers, however, phonological processing was limited to cortex of the left occipital lobe, suggesting that sign-based phonological processing does not necessarily activate the classical language network. In conclusion, the findings of the present thesis suggest that language modality-specific differences between sign and speech in different ways can explain why deaf signers perform at lower levels than hearing non-signers on tasks that include dealing with digits.

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Phonological "Deviance" in British Sign Language Poetry

Cited by 7 publications

References 2 publications

Por que precisamos de poesia sinalizada em educação bilíngue

Por que precisamos de poesia sinalizada em educação bilíngue

Why we need signed poetry in bilingual education

Dealing with Digits : Arithmetic, Memory and Phonology in Deaf Signers

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