Logical visibility and iconicity in sign language semantics

Author(s):  
Philippe Schlenker
2018 ◽  
Vol 44 (3-4) ◽  
pp. 295-353 ◽  
Author(s):  
Philippe Schlenker

Abstract‘Visible Meaning’ (Schlenker 2018b) claims (i) that sign language makes visible some aspects of the Logical Form of sentences that are covert in spoken language, and (ii) that, along some dimensions, sign languages are more expressive than spoken languages because iconic conditions can be found at their logical core. Following nine peer commentaries, we clarify both claims and discuss three main issues: what is the nature of the interaction between logic and iconicity in sign language and beyond? does iconicity in sign language play the same role as gestures in spoken language? and is sign language Role Shift best analyzed in terms of visible context shift, or by way of demonstrations referring to gestures?


2016 ◽  
Vol 19 (1) ◽  
pp. 1-36 ◽  
Author(s):  
Gemma Barberà

Bringing together the areas of sign language semantics-pragmatics interface and discourse reference, this article offers a description of how indefiniteness and (non‑)specificity is encoded in Catalan Sign Language (LSC). By using a combined methodology of corpus data and grammatical tests, the present study shows that the encoding of indefiniteness and specificity in LSC is achieved by three main means, namely lexical signs, the use of nonmanuals, and the use of signing space. The basic primitives required to analyze specificity in LSC comprise wide scope, epistemicity, and partitivity. This article proposes an analysis of the use of signing space in contributing meaning and provides insights into the characterization of the abstract import of signing space.


2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).


2002 ◽  
Vol 47 (3) ◽  
pp. 337-339
Author(s):  
John D. Bonvillian
Keyword(s):  

2011 ◽  
Author(s):  
M. Leonard ◽  
N. Ferjan Ramirez ◽  
C. Torres ◽  
M. Hatrak ◽  
R. Mayberry ◽  
...  

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