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American Sign Language (ASL) is a natural language that serves as the predominant sign language of Deaf communities in the United States and most of Anglophone Canada. ASL is a complete and organized visual language that is expressed by employing both manual and nonmanual features. Besides North America, dialects of ASL and ASL-based creoles are used in many countries around the world, including much of West Africa and parts of Southeast Asia. ASL is also widely learned as a second language, serving as a lingua franca. ASL is most closely related to French Sign Language (LSF). It has been proposed that ASL is a creole language of LSF, although ASL shows features atypical of creole languages, such as agglutinative morphology.
Sign languages are languages that use the visual-manual modality to convey meaning, instead of spoken words. Sign languages are expressed through manual articulation in combination with non-manual markers. Sign languages are full-fledged natural languages with their own grammar and lexicon. Sign languages are not universal and are usually not mutually intelligible, although there are also similarities among different sign languages.
Signing Exact English is a system of manual communication that strives to be an exact representation of English language vocabulary and grammar. It is one of a number of such systems in use in English-speaking countries. It is related to Seeing Essential English (SEE-I), a manual sign system created in 1945, based on the morphemes of English words. SEE-II models much of its sign vocabulary from American Sign Language (ASL), but modifies the handshapes used in ASL in order to use the handshape of the first letter of the corresponding English word.
Cued speech is a visual system of communication used with and among deaf or hard-of-hearing people. It is a phonemic-based system which makes traditionally spoken languages accessible by using a small number of handshapes, known as cues, in different locations near the mouth to convey spoken language in a visual format. The National Cued Speech Association defines cued speech as "a visual mode of communication that uses hand shapes and placements in combination with the mouth movements and speech to make the phonemes of spoken language look different from each other." It adds information about the phonology of the word that is not visible on the lips. This allows people with hearing or language difficulties to visually access the fundamental properties of language. It is now used with people with a variety of language, speech, communication, and learning needs. It is not a sign language such as American Sign Language (ASL), which is a separate language from English. Cued speech is considered a communication modality but can be used as a strategy to support auditory rehabilitation, speech articulation, and literacy development.
The American Manual Alphabet (AMA) is a manual alphabet that augments the vocabulary of American Sign Language.
Hawaiʻi Sign Language or Hawaiian Sign Language, also known as Hoailona ʻŌlelo, Old Hawaiʻi Sign Language and Hawaiʻi Pidgin Sign Language is an indigenous sign language native to Hawaiʻi. Historical records document its presence on the islands as early as the 1820s, but HSL was not formally recognized by linguists until 2013.
Quebec Sign Language, known in French as Langue des signes québécoise or Langue des signes du Québec (LSQ), is the predominant sign language of deaf communities used in francophone Canada, primarily in Quebec. Although named Quebec sign, LSQ can be found within communities in Ontario and New Brunswick as well as certain other regions across Canada. Being a member of the French Sign Language family, it is most closely related to French Sign Language (LSF), being a result of mixing between American Sign Language (ASL) and LSF. As LSQ can be found near and within francophone communities, there is a high level of borrowing of words and phrases from French, but it is far from creating a creole language. However, alongside LSQ, signed French and Pidgin LSQ French exist, where both mix LSQ and French more heavily to varying degrees.
Manually Coded English (MCE) is a type of sign system that follows direct spoken English. The different codes of MCE vary in the levels of directness in following spoken English grammar. There may also be a combination with other visual clues, such as body language. MCE is typically used in conjunction with direct spoken English.
Simultaneous communication, SimCom, or sign supported speech (SSS) is a technique sometimes used by deaf, hard-of-hearing or hearing sign language users in which both a spoken language and a manual variant of that language are used simultaneously. While the idea of communicating using two modes of language seems ideal in a hearing/deaf setting, in practice the two languages are rarely relayed perfectly. Often the native language of the user is the language that is strongest, while the non-native language degrades in clarity. In an educational environment this is particularly difficult for deaf children as a majority of teachers who teach the deaf are hearing. Results from surveys taken indicate that communication for students is indeed signing, and that the signing leans more toward English rather than ASL.
A contact sign language, or contact sign, is a variety or style of language that arises from contact between deaf individuals using a sign language and hearing individuals using an oral language. Contact languages also arise between different sign languages, although the term pidgin rather than contact sign is used to describe such phenomena.
Mexican Sign Language, is a natural language that serves as the predominant language of the Deaf community in Mexico. LSM is a complete and organized visual language, which is expressed with the hands, face, and body, with its own distinct history, community, and culture. There are several dialects based on regional variation and LSM may be learned as a second language by hearing and Deaf signers. LSM is closely related to French Sign Language (LSF) and American Sign Language (ASL), although it is mutually unintelligible.
Manually coded languages (MCLs) are a family of gestural communication methods which include gestural spelling as well as constructed languages which directly interpolate the grammar and syntax of oral languages in a gestural-visual form—that is, signed versions of oral languages. Unlike the sign languages that have evolved naturally in deaf communities, these manual codes are the conscious invention of deaf and hearing educators, and as such lack the distinct spatial structures present in native deaf sign languages. MCLs mostly follow the grammar of the oral language—or, more precisely, of the written form of the oral language that they interpolate. They have been mainly used in deaf education in an effort to "represent English on the hands" and by sign language interpreters in K-12 schools, although they have had some influence on deaf sign languages where their implementation was widespread.
Bimodal bilingualism is an individual or community's bilingual competency in at least one oral language and at least one sign language, which utilize two different modalities. An oral language consists of a vocal-aural modality versus a signed language which consists of a visual-spatial modality. A substantial number of bimodal bilinguals are children of deaf adults (CODA) or other hearing people who learn sign language for various reasons. Deaf people as a group have their own sign language(s) and culture that is referred to as Deaf, but invariably live within a larger hearing culture with its own oral language. Thus, "most deaf people are bilingual to some extent in [an oral] language in some form". In discussions of multilingualism in the United States, bimodal bilingualism and bimodal bilinguals have often not been mentioned or even considered. This is in part because American Sign Language, the predominant sign language used in the U.S., only began to be acknowledged as a natural language in the 1960s. However, bimodal bilinguals share many of the same traits as traditional bilinguals, as well as differing in some interesting ways, due to the unique characteristics of the Deaf community. Bimodal bilinguals also experience similar neurological benefits as do unimodal bilinguals, with significantly increased grey matter in various brain areas and evidence of increased plasticity as well as neuroprotective advantages that can help slow or even prevent the onset of age-related cognitive diseases, such as Alzheimer's and dementia.
Hausa Sign Language (HSL) or Maganar Hannu is the indigenous sign language of the Deaf community in northern Nigeria.
Singapore Sign Language, or SgSL, is the native sign language used by the deaf and hard of hearing in Singapore, developed over six decades since the setting up of the first school for the Deaf in 1954. Since Singapore's independence in 1965, the Singapore deaf community has had to adapt to many linguistic changes. Today, the local deaf community recognises Singapore Sign Language (SgSL) as a reflection of Singapore's diverse culture. SgSL is influenced by Shanghainese Sign Language (SSL), American Sign Language (ASL), Signing Exact English (SEE-II) and locally developed signs.
Kinyarwanda is the national language of Rwanda, and the first language of almost the entire population of the country. It is one of the country's official languages alongside French, English, and Swahili. Rwandan Sign Language is used by the educated deaf population. As a slang, the younger population in Rwanda prefers to mix French with Kinyarwanda in a pidgin-like way, with Kinyarwanda being the dominant influence in the pidgin.
The sociolinguistics of sign languages is the application of sociolinguistic principles to the study of sign languages. The study of sociolinguistics in the American Deaf community did not start until the 1960s. Until recently, the study of sign language and sociolinguistics has existed in two separate domains. Nonetheless, now it is clear that many sociolinguistic aspects do not depend on modality and that the combined examination of sociolinguistics and sign language offers countless opportunities to test and understand sociolinguistic theories. The sociolinguistics of sign languages focuses on the study of the relationship between social variables and linguistic variables and their effect on sign languages. The social variables external from language include age, region, social class, ethnicity, and sex. External factors are social by nature and may correlate with the behavior of the linguistic variable. The choices made of internal linguistic variant forms are systematically constrained by a range of factors at both the linguistic and the social levels. The internal variables are linguistic in nature: a sound, a handshape, and a syntactic structure. What makes the sociolinguistics of sign language different from the sociolinguistics of spoken languages is that sign languages have several variables both internal and external to the language that are unique to the Deaf community. Such variables include the audiological status of a signer's parents, age of acquisition, and educational background. There exist perceptions of socioeconomic status and variation of "grassroots" deaf people and middle-class deaf professionals, but this has not been studied in a systematic way. "The sociolinguistic reality of these perceptions has yet to be explored". Many variations in dialects correspond or reflect the values of particular identities of a community.
Language acquisition is a natural process in which infants and children develop proficiency in the first language or languages that they are exposed to. The process of language acquisition is varied among deaf children. Deaf children born to deaf parents are typically exposed to a sign language at birth and their language acquisition follows a typical developmental timeline. However, at least 90% of deaf children are born to hearing parents who use a spoken language at home. Hearing loss prevents many deaf children from hearing spoken language to the degree necessary for language acquisition. For many deaf children, language acquisition is delayed until the time that they are exposed to a sign language or until they begin using amplification devices such as hearing aids or cochlear implants. Deaf children who experience delayed language acquisition, sometimes called language deprivation, are at risk for lower language and cognitive outcomes. However, profoundly deaf children who receive cochlear implants and auditory habilitation early in life often achieve expressive and receptive language skills within the norms of their hearing peers; age at implantation is strongly and positively correlated with speech recognition ability. Early access to language through signed language or technology have both been shown to prepare children who are deaf to achieve fluency in literacy skills.
There are one or two known sign languages in Myanmar. There are three schools for the deaf in the country: the Mary Chapman School for the Deaf in Yangon, the School for the Deaf, Mandalay, and the Immanuel School for the Deaf in Kalay. At least in Yangon, instruction in oral, in the Burmese language, with sign used to support it. The sign of Yangon and Mandalay is different, but it's not clear if they are one language or two. Influences on the language(s) include ASL in all schools, as well as Korean Sign Language, Australian Sign Language, Thai Sign Language, and possibly a local substratum. A government project was set up in 2010 to establish a national sign language with the aid of the Japanese Federation of the Deaf.
American Sign Language (ASL) developed in the United States, starting as a blend of local sign languages and French Sign Language (FSL). Local varieties have developed in many countries, but there is little research on which should be considered dialects of ASL and which have diverged to the point of being distinct languages.
References
- ↑ Woodward, James (1991), "The relationship of sign language varieties in India, Pakistan, and Nepal", Sign Language Studies, 78: 15–22.
- ↑ Parkhurst, Stephen; Parkhurst, Dianne (1998), "Introduction to Sign Language survey", Notes on Sociolinguistics, 3: 215–42.
- ↑ Ciupek-Reed, Julia (2012), Participatory methods in sociolinguistic sign language survey: A case study in El Salvador (PDF) (MA thesis), University of North Dakota.
- ↑ Aldersson, Russell R; McEntee-Atalianis, Lisa J (2007), A Lexical Comparison of Icelandic Sign Language and Danish Sign Language, Studies in Applied Linguistics, Birkbeck.
- ↑ For a classification, Wittmann, Henri (1991), "Classification linguistique des langues signées non vocalement" [Linguistic classification of non vocally signed languages](PDF), Revue québécoise de linguistique théorique et appliquée (in French), 10 (1): 215–88.
- ↑ Kamei, Nobutaka. The Birth of Langue des Signes Franco-Africaine: Creole ASL in West and Central French-speaking Africa, paper presented at Languages and Education in Africa (LEA), University of Oslo, June 19–22, 2006.
- ↑ Kamei, Nobutaka (2004). The Sign Languages of Africa, "Journal of African Studies" (Japan Association for African Studies) Vol. 64, March, 2004. [NOTE: Kamei lists 23 African sign languages in this article].
- ↑ "History of the deaf and sign languages in Africa" (in Japanese). Aacore. December 25, 2006.
- ↑ "Africa – Sign Language". LibGuides. Gallaudet University Library. 2012-03-07. Retrieved 2012-05-21.
- ↑ Diane Brentari, Sign Languages, p 406
- ↑ "Structure of ASL and Libras". University of Connecticut. Archived from the original on 4 March 2016. Retrieved 1 August 2015.
- ↑ "Lei 10.436 de 24 de abril de 2002". Brazilian Government. Archived from the original on 10 September 2010. Retrieved 2018-02-07.
- ↑ Clark, Brenda Rae (December 2017). A Grammatical Sketch of Sivia Sign Language (PDF).
- ↑ "Hawaii Sign Language discovered by UH Manoa researchers | University of Hawaiʻi System News". 2013-03-01. Retrieved 2024-01-30.
- ↑ "Research team discovers existence of Hawaii Sign Language". Hawaii 24/7. 2013-03-05. Retrieved 2024-01-30.
- ↑ melaniejayneashford (2021-11-29). "Saving Hawai'i Sign Language from Extinction". Hearing Like Me. Retrieved 2024-01-30.
- ↑ Corinne, Chin. "The fight to save Hawaii Sign Language from extinction". CNN. Retrieved 2024-01-30.
- ↑ Pamela Perniss, Roland Pfau, Markus Steinbach; Visible Variation. Walter de Gruyter, 2007. (p.ix)
- ↑ EUD. "European Union of the deaf: Cyprus". Eud.eu. Archived from the original on 2014-11-22. Retrieved 2012-05-21.
- ↑ "Mardin Sign Language". University of Central Lancashire. 2010-09-16. Retrieved 2012-05-21.
