scholarly journals Translating a Portuguese poem in LIBRAS. Linguistic considerations and form-focused tasks.

2019 ◽  
Vol 8 (1) ◽  
pp. 253-280
Author(s):  
Maria Mertzani
Keyword(s):  
Primary Education ◽  
Common Knowledge ◽  
First Language ◽  
Deaf Children ◽  
Educational Setting ◽  
School Subject ◽  
Sign Languages ◽  
Class Time ◽  
Teacher Needs ◽  
The Common

Abstract The teacher of deaf children in primary education is called to apply sign bilingualism in his/her teaching, and hence to use sign language - such as LIBRAS - as the first language during in-class time, and as a school subject. This again means that all other subjects - among them Portuguese - need to be taught in SL. In fact, Portuguese is taught as the second language of deaf children. In such educational setting, the teacher needs to develop learning materials for LIBRAS. Current research lacks recording such practices, although, unofficially, it is common knowledge that teachers translate existing school materials that have been developed for Portuguese and for hearing pupils in primary education. In this paper, a LIBRAS translation is presented of the poem “As abelhas” by Vinícius de Moraes, with the scope to demonstrate its linguistic use for the teaching of LIBRAS as a first language. Apart from its target vocabulary items, form-focused tasks are demonstrated, indicating their implementation for the development of deaf children’s receptive and productive skills. In doing so, the poem is presented following the A-level descriptors (A1, A2) of the Common European Framework of Reference for Sign Languages.

De Ontwikkeling Van Het Gebarentaal-Onderzoek

1986 ◽  
Vol 24 ◽  
pp. 118-126
Author(s):  
Bernard T. Tervoort
Keyword(s):  
Sign Language ◽  
First Language ◽  
Deaf Children ◽  
Sign Languages ◽  
Local Varieties ◽  
Research And Teaching ◽  
Hearing Parents ◽  
Language Research ◽  
History Of ◽  
Initial Interaction

In the recent history of scientific endeavour with signing deaf people and the attitudes towards it of society at large, four periods can be distinguished, (1) until about 1950: signing is either a primitive, sublinguistic system or a derivation of spoken language, or a combination of the two; (2) until about 1965: it could be a language provided it shows enough parallels with the structure of languages based on speech; (3) until about 1980: no matter how one looks at it, it shows striking parallels with these real languages; (4) until now: forget the criteria for spoken languages and the parallellism; sign languages have a structure and a function sui generis and ought to be investiga-ted in their own true linguistic value. Of all the disciplins that have gone through this development in the periods mentioned, the following are the most important ones and are dealt with in some detail (1) linguistics, specifically phonology, syntax and lexicology; (2) psycholinguistics, including first language acquisition of deaf children of both deaf and hearing parents; (3) sociolinguistics, with some accent on the relation to creóle studies, the discourse analysis, and the bilingual situation of the deaf as a minority of a unique kind; (4) other disciplins, very shortly, like otology, audiology, neurology, neuropsychology and psychiatry. Finally, the following four speakers in the section on sign language research are introduced with some information on their backgrounds and interests (1) Trude Schermer, with lexicography, syntax and sociolinguistic comparison of local varieties as main interest; (2) Filip Loncke as the main representant of sign language research in Flemish Belgium whose specialty is sign phonology; (3) Rita Harder who has specialized in both hand shape phonology and initial interaction and communication between young deaf children and their hearing mothers; (4) Harry Knoors who as a psycholinguist and a teacher of the deaf combines research and teaching.

scholarly journals Acquisition of Sign Languages

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Diane Lillo-Martin ◽  
Jonathan Henner
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Deaf Children ◽  
Annual Review ◽  
Publication Date ◽  
Negative Effects ◽  
Sign Languages ◽  
Language Deprivation ◽  
Linguistic Input ◽  
Spatial Locations

Natural sign languages of deaf communities are acquired on the same time scale as that of spoken languages if children have access to fluent signers providing input from birth. Infants are sensitive to linguistic information provided visually, and early milestones show many parallels. The modality may affect various areas of language acquisition; such effects include the form of signs (sign phonology), the potential advantage presented by visual iconicity, and the use of spatial locations to represent referents, locations, and movement events. Unfortunately, the vast majority of deaf children do not receive accessible linguistic input in infancy, and these children experience language deprivation. Negative effects on language are observed when first-language acquisition is delayed. For those who eventually begin to learn a sign language, earlier input is associated with better language and academic outcomes. Further research is especially needed with a broader diversity of participants. Expected final online publication date for the Annual Review of Linguistics, Volume 7 is January 14, 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

El patriacado y la estructura social de la vida cotidiana

1970 ◽  
Author(s):  
Marta Postigo Asenjo
Keyword(s):  
Labor Market ◽  
Public Sphere ◽  
Civic Education ◽  
Common Knowledge ◽  
Judicial System ◽  
The Public ◽  
El Sistema ◽  
The Common ◽  
The Public Sphere ◽  
Ways Of Life

RESUMENEl sistema patriarcal no afecta exclusivamente al poder político y judicial, sino que afecta a la estructura interna de la sociedad, la identidad y las formas de vida de los individuos que en ella viven. Para comprender mejor como condiciona el sistema patriarcal las formas de vida y la visión que tienen los individuos de la realidad social, hemos de analizar el modo en que se extiende al orden institucional y lo determina mediante "tipificaciones" de hechos y de personas y mediante roles concretos, esteoreotipaciones sexiuales que obstaculizan el acceso a la esfera pública de la mujer, así como su reinserción en el mercado laboral, en suma, todo aquello que afecta al conocimiento común que comparten los miembros de una comunidad. El cambio hacia una mayor igualdad y una real democracia paritaria y compartida no es posible sin una paulatina educación y concienciación de la sociedad en su conjunto.PALABRAS CLAVEPATRIARCADO-TIPIFICACIÓN SOCIAL-IGUALDAD DE GÉNEROABSTRACTPatriarchalism is not only present in politics and the judicial system. It also affects the internal structure of society, above all the life and identitý of individuals. To understand better how it conditions their ways of life and the vision the individuals have of social reality, we should study how patriarchalism r3eaches the system of institutions and how this becomes determined by "typifications" of facts and people, and by certain roles or sexual stereotypes that hinder the access of women both to the public sphere and to tha labor market. It sum, everything that concerns the common knowledge that the members of a community share. The move towards more equality and towards a more egalitarian democracy heavily depends on the spread of civic education to the entire society.KEYWORDSPATRIARCHALISM-SOCIAL TYPIFICATION-GENDER EQUALITY

scholarly journals Moving Forward: The Inclusion of Characters with Down Syndrome in Children’s Picture Books

1944 ◽  
Vol 7 (2) ◽  
Author(s):  
Tracey Kalke-Klita
Keyword(s):  
Down Syndrome ◽  
Picture Books ◽  
Annotated Bibliography ◽  
Educational Setting ◽  
The Past ◽  
Children's Picture Books ◽  
The Common ◽  
Over Time

This article analyzes fifteen children’s picture books published over the past twenty-five years that include a character with Down syndrome (DS). From the perspective of both an educator and a parent of a child with DS, this article focuses on the changes in these picture books over time, the common threads connecting these books, an evaluation of these titles, and suggestions for use in the educational setting. In addition, an annotated bibliography is provided.

scholarly journals The Definite and Indefinite Articles of Spanish (or Castilian) Language in Context

2019 ◽  
Vol 26 (1) ◽  
pp. 99-127
Author(s):  
Sonia Montero Gálvez
Keyword(s):  
Common Knowledge ◽  
Definite Article ◽  
Cognitive Approach ◽  
Indefinite Article ◽  
The Common ◽  
Communicative Context ◽  
The Way

The present paper addresses the contrast between the definite article (el/la/los/las) and the indefinite article (un/a/os/as) from a cognitive approach that not only poses a single meaning for each kind of article, but also highlights the pragmatic (or contextual) aspects that underlie that meaning and establish the use of one form or another. The article’s meaning is shaped by the way we conceptualize the reference: the definite article implies an inclusive reference characterized by the uniqueness of the referent, while the indefinite article implies an exclusive reference characterized by the lack of uniqueness. The possibility to choose one or other way depends on contextual aspects related to the common knowledge shared by the interlocutors, the communicative context (linguistic and situational) and the space (physical or mental) where the referent is located.

scholarly journals LET’S JOIN OUR HANDS, MY DEAR FRIENDS: BULAT OKUDZHAVA IN THE INTERTEXTUAL THESAURUS OF THE YOUNG

2021 ◽  
pp. 7-16
Author(s):  
Валентина Даниловна Черняк ◽  
Мария Александровна Черняк
Keyword(s):  
Cultural Values ◽  
Cultural Memory ◽  
Common Knowledge ◽  
Cultural Backgrounds ◽  
Single Culture ◽  
The Common ◽  
Fathers And Sons ◽  
The Mind ◽  
Russian Linguistic ◽  
National Corpus

Введение. Рассматривается проблема культурного диалога представителей разных поколений. Прецедентные тексты, связанные с совокупностью знаний и представлений людей, принадлежащих к одной культуре, анализируются в связи со структурой языковой личности. Прецедентные феномены различных типов являются важной составляющей интертекстуального тезауруса. В процессе коммуникации немалую роль играют культурные аллюзии коммуникантов, их оперирование культурным багажом, в частности составляющими интертекстуального тезауруса. Цель – анализ той части тезауруса русской языковой личности, которая связана с крылатыми словами одного из значительных авторов XX века – Булата Окуджавы. Материал и методы. Постоянно воспроизводимые песни Булата Окуджавы формировали культурный код поколения 70–80-х гг. Многие фразы из его песен приобрели статус фольклорных, о чем свидетельствуют материалы словарей и Национального корпуса русского языка. Для исследования динамических процессов, характеризующих различия в культурной памяти поколений отцов и детей, был произведен эксперимент, в ходе которого были отобраны 10 популярных высказываний из поэзии Б. Окуджавы. Они легли в основу опроса, в котором участвовало около 1 000 человек. Респонденты должны были определить авторство высказываний и продолжить некоторые из них. Результаты и обсуждение. Анализ результатов опроса показал, что даже самые распространенные высказывания из песен Б. Окуджавы в большинстве случаев не соотносятся в сознании респондентов с именем автора. Приписывание авторства самым неожиданным именам свидетельствует о глубоких лакунах в культурной памяти молодых людей, в то же время строки Б. Окуджавы присутствуют в интертекстуальном тезаурусе языковой личности, что во многом связано с взаимодействием вербальной и аудиовизуальной информации. Заключение. Результаты анализа лексикографических источников и корпусные данные свидетельствуют о прецедентности многих поэтических строк Б. Окуджавы, в то же время анализ данных массового опроса отражает существенные изменения в интертекстуальном тезаурусе молодежи. Introduction. The article deals with the issue of the cultural communication between representatives of different generations. The precedent texts associated with the common knowledge of people belonging to a single culture are studied in line with the structure of a linguistic personality. Precedent phenomena of various types are an important part of an intertextual thesaurus. In the process of communication, the cultural allusions of communicants play a great role, as well as the application of their cultural backgrounds that include components of the intertextual thesaurus. Aim and objectives. The purpose of the article is to analyze the area of the Russian linguistic personality thesaurus that contains the catchphrases by Bulat Okudzhava – a prominent 20th century Russian author. Material and methods. Being constantly played out in the 1970–1980s, Bulat Okudzhava’s songs were shaping the cultural values of the generation. Many phrases from the songs got a folklore status, which is witnessed both by the dictionaries and by the Russian National Corpus. In order to study the dynamics characterizing the differences in the cultural memory of generations of fathers and sons an experiment has been carried out based on the 10 popular catchphrases from Okudzhava’s verse. These phrases underlie the survey covering an audience of approximately 1,000 people. Those surveyed had to determine the authorship of the phrases and to continue some of them. Results and discussion. The analysis showed that in most cases there are no links in the mind of respondents between the name of Bulat Okudzhava and even the most widespread phrases from his songs. The authorship was often attributed to fully unexpected names, which shows serious gaps in the cultural memory of the young. However, it was proven that Okudzhava’s catchphrases definitely exist in the intertextual thesaurus of the linguistic personality, which is surely determined by the interaction of verbal and multimedia information. Conclusion. The analysis of the dictionary entries and the corpus data proves the precedent status of many of the Okudzhava’s phrases. Nevertheless, the results of the mass survey reflect a significant change in the intertextual thesaurus of the young.

Discussion of Issues Related to Score Use and Interpretation of First Spoken and Signed Language Assessments

2021 ◽  
pp. 75-84
Author(s):  
Patrick Boudreault ◽  
Bernard Camilleri ◽  
Charlotte Enns
Keyword(s):  
Normative Data ◽  
Native Speakers ◽  
First Language ◽  
Standardized Assessments ◽  
Deaf Children ◽  
Target Populations ◽  
Signed Language ◽  
Heterogenous Group ◽  
Language Assessments ◽  
The Difference

A standardized assessment of spoken languages will collect data from native, monolingual speakers, thus establishing the range of receptive and/or expressive abilities of children across different ages. Similarly, normative data for standardized assessments of signed language are established by collecting data from native signing deaf children. Where the difference arises is the way in which the normative data relate to the target populations and the individuals within those populations who are being assessed. While standardized assessments of spoken language are normed on and predominantly intended for use with native speakers of that language, standardized assessments of signed language are intrinsically designed for use with a heterogenous group of children, of whom only a minority have the opportunity of learning signed language as their native language. In this chapter, key items related to score use and interpretation in first language (L1) assessment that were presented in Chapters 2.1 and 2.2 will be jointly discussed by the authors.

Performance of Blind Children on Digit-Span Tests

1995 ◽  
Vol 89 (2) ◽  
pp. 166-169 ◽  
Author(s):  
T. Hull ◽  
H. Mason
Keyword(s):  
Digit Span ◽  
First Language ◽  
Educational Setting ◽  
Blind Children

This article reports the results of digit-span tests that were administered to 314 children who are blind. The results showed that gender, first language, and educational setting had no effect on the children's scores and that the congenitally totally blind children scored higher than did the sighted children, whereas those who had had some sight did not.

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