You searched for subject:(American Sign Language ASL ). Showing records 1 – 30 of 73975 total matches.
◁ [1] [2] [3] [4] [5] … [2466] ▶
2016 – 2020 (14947)
2001 – 2005 (6126)
University of South Florida (4438)
The Ohio State University (1645)
University of Arizona (1415)
University of Hong Kong (1292)
Michigan State University (1241)
Iowa State University (1014)
University of Florida (949)
McMaster University (932)
University of São Paulo (843)
Brigham Young University (841)
College of William and Mary (789)
California State University – San Bernardino (765)
McGill University (699)
UCLA (607)
University of New Mexico (600)
Department of English (531)
American Studies (525)
Education and Human Development (332)
Department of Finnish, Finno-Ugrian and Scandinavian Studies; Helsingfors universitet, Humanistiska fakulteten, Finska, finskugriska och nordiska institutionen (328)
Computer Science (315)
PhD (14311)
MA (10554)
MS (1660)
Docteur es (1442)
EdD (678)
Mestrado (529)
MAin Education (390)
MSEd (383)
MFA (351)
Image (313)
Doctor of Education (EdD) (301)
MAin Applied (219)
MAin English Composition (196)
doctoral (21471)
masters (17185)
thesis (3294)
project (442)
dissertation (297)
doctor of philosophy ph.d. (74)
project/capstone (71)
open access (25)
thesis - campus only (20)
thesis: ewu only (19)
Portuguese (3609)
sr (185)
Afrikaans (110)
Lithuanian (106)
US (44317)
Hong Kong (1473)
1. Wall, Linda Ann. From the Hands into the Eyes: An Analysis of Children's American Sign Language Story Comprehension.
Degree: 2014, University of Toronto
This thesis provides an insight into how native ASL children are making meaning and drawing upon language cueing systems, and into the commonalities of eye… (more)
This thesis provides an insight into how native ASL children are making meaning and drawing upon language cueing systems, and into the commonalities of eye behaviour demonstrated when they decipher/deconstruct ASL stories on video. Studies of ASL linguistics and ASL literature are critical, but historically neglected, components of bilingual ASL-English education. While teaching ASL as a language of study in my classroom, I observed how students comprehended ASL stories. In the absence of formal standardized ASL comprehension assessments for classroom teachers, I explored Kintsch's theory of comprehension and the use of language cueing systems as a way to conceptualize ASL story comprehension. Findings show that native ASL children have a higher rate of comprehension when they are drawing upon ASL language cueing systems when deciphering/deconstructing ASL stories. Children's use of the eyebrows and eye gaze seem to be a part of their deciphering/deconstructing behaviour, and need to be explored further.
Advisors/Committee Members: Cummins, Jim, Curriculum, Teaching and Learning.
Subjects/Keywords: American Sign Language; ASL; ASL assessment; ASL story comprehension; 0515
Wall, L. A. (2014). From the Hands into the Eyes: An Analysis of Children's American Sign Language Story Comprehension . (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68824
Wall, Linda Ann. "From the Hands into the Eyes: An Analysis of Children's American Sign Language Story Comprehension." 2014. Masters Thesis, University of Toronto. Accessed January 19, 2020. http://hdl.handle.net/1807/68824.
Wall, Linda Ann. "From the Hands into the Eyes: An Analysis of Children's American Sign Language Story Comprehension." 2014. Web. 19 Jan 2020.
Wall LA. From the Hands into the Eyes: An Analysis of Children's American Sign Language Story Comprehension. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/1807/68824.
Wall LA. From the Hands into the Eyes: An Analysis of Children's American Sign Language Story Comprehension. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68824
2. Jones, Vanessa L. Numeral Incorporation In American Sign Language.
Degree: MA, Linguistics, 2013, University of North Dakota
URL: https://commons.und.edu/theses/1551
► Numeral incorporation is a moderately productive process in ASL which combines a numeral and a base to form a compounded fully formed sign. Numeral-incorporated… (more)
▼ Numeral incorporation is a moderately productive process in ASL which combines a numeral and a base to form a compounded fully formed sign. Numeral-incorporated signs involve some sort of simultaneity of the base and the numeral. I interviewed six individuals who use ASL as their primary language in order to gather examples of numeral-incorporated signs in ASL, thus getting a sampling of variation in the American deaf community. Traditionally, numeral incorporation has been viewed as a process of combining a numeral sign with a noun, which I call a source sign. Instead, I found that the source signs are separate lexical items and are different than the bases used in numeral incorporation. While some of these source signs are homophonous with certain numeral-incorporated forms, others are different. Incorporation also occurs when the forms of the source and incorporated signs are different or when no source sign corresponds to the base. Numeral-incorporated signs are formed from a numeral and a base. Some numeral-incorporated signs can be modified with additional derivational morphology while others cannot. Incorporated bases can be grouped into categories that have phonetic or semantic similarities. Also, the production of numeral-incorporated signs varies between signers and sometimes for one signer. The pronunciation of any one numeral-incorporated sign can vary in handshape, orientation, or movement. The numeral ranges for which numerals can incorporate into numeral-incorporated signs also vary according to signer and according to the base. Numeral-incorporated signs can be represented autosegmentally using Sandler's hand-tier diagrams. The hand-tier diagrams show the features of the numeral and the base as well as the resulting compound. The hand-tier diagrams can also show signer variation. Advisors/Committee Members: J. A. Bickford.
Subjects/Keywords: American Sign Language (ASL); Autosegmental; Morphology; Numeral incorporation; Phonology; Sign Language
Jones, V. L. (2013). Numeral Incorporation In American Sign Language . (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1551
Jones, Vanessa L. "Numeral Incorporation In American Sign Language." 2013. Masters Thesis, University of North Dakota. Accessed January 19, 2020. https://commons.und.edu/theses/1551.
Jones, Vanessa L. "Numeral Incorporation In American Sign Language." 2013. Web. 19 Jan 2020.
Jones VL. Numeral Incorporation In American Sign Language. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2020 Jan 19]. Available from: https://commons.und.edu/theses/1551.
Jones VL. Numeral Incorporation In American Sign Language. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1551
University of Tennessee – Knoxville
3. Swaney, Michelle Grace. American Sign Language Curriculum and Materials.
Degree: MS, Teacher Education, 2015, University of Tennessee – Knoxville
URL: https://trace.tennessee.edu/utk_gradthes/3516
► American Sign Language (ASL) began to gain widespread acceptance as a foreign language in the 1990s, but instruction, programming, teaching and learning are still… (more)
▼ American Sign Language (ASL) began to gain widespread acceptance as a foreign language in the 1990s, but instruction, programming, teaching and learning are still in the process of developing and transitioning into a mature field. This thesis study is designed to assess: perceived gaps in current ASL curriculum utilized for ASL 1-6, how and to what extent curriculum is supplemented by instructors in these courses, and how ASL lab is implemented and to what extent supplemental materials are needed. This information will help guide future development of instructional materials that follow the American Council of the Teaching of Foreign Languages (ACTFL) standards, integrating American Sign Language Teachers Association's (ASLTA) language specific "Standards for Learning American Sign Language". In addition, for future instructional materials to be research-based along with integrated standards, content-based instruction (CBI) and task-based language teaching (TBLT) should also be incorporated. Advisors/Committee Members: Kimberly A. Wolbers, David H. Smith, Marion Coleman-Lopatic.
Subjects/Keywords: American Sign Language; ASL; American Sign Language Curriculum; Special Education and Teaching
Swaney, M. G. (2015). American Sign Language Curriculum and Materials . (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/3516
Swaney, Michelle Grace. "American Sign Language Curriculum and Materials." 2015. Thesis, University of Tennessee – Knoxville. Accessed January 19, 2020. https://trace.tennessee.edu/utk_gradthes/3516.
Swaney, Michelle Grace. "American Sign Language Curriculum and Materials." 2015. Web. 19 Jan 2020.
Swaney MG. American Sign Language Curriculum and Materials. [Internet] [Thesis]. University of Tennessee – Knoxville; 2015. [cited 2020 Jan 19]. Available from: https://trace.tennessee.edu/utk_gradthes/3516.
Swaney MG. American Sign Language Curriculum and Materials. [Thesis]. University of Tennessee – Knoxville; 2015. Available from: https://trace.tennessee.edu/utk_gradthes/3516
4. Holm, Ben. Evaluation of RSL history as a tool for assistance in the development and evaluation of computer vision algorithms.
Degree: Computer Science (GCCIS), 2011, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/229
► A revision of Recognition Strategy Language (RSL), a domain-specific language for pattern recognition algorithm development, is in development. This language provides several tools for pattern… (more)
▼ A revision of Recognition Strategy Language (RSL), a domain-specific language for pattern recognition algorithm development, is in development. This language provides several tools for pattern recognition algorithm implementation and analysis, including composition of operations and a detailed history of those operations and their results. This research focuses on that history and shows that for some problems it provides an improvement over traditional methods of gathering information. When designing a pattern recognition algorithm, bookkeeping code in the form of copious logging and tracing code must be written and analyzed in order to test the effectiveness of procedures and parameters. The amount of data grows when dealing with video streams; new organization and searching tools need to be designed in order to manage the large volume of data. General purpose languages have techniques like Aspect Oriented Programming intended to address this problem, but a general approach is limited because it does not provide tools that are useful to only one problem domain. By incorporating support for this bookkeeping work directly into the language, RSL provides an improvement over the general approach in both development time and ability to evaluate the algorithm being designed for some problems. The utility of RSL is tested by evaluating the implementation process of a computer vision algorithm for recognizing American Sign Language (ASL). RSL history is examined in terms of its use in the development and evaluation stages of the algorithm, and the usefulness of the history is stated based on the benefit seen at each stage. RSL is found to be valuable for a portion of the algorithm involving distinct steps that provide opportunity for comparison. RSL was less beneficial for the dynamic programming portion of the algorithm. Compromises were made for performance reasons while implementing the dynamic programming solution and the inspection at every step of what amounts to a brute-force search was less informative. We suggest that this investigation could be continued by testing with a larger data set and by comparing this ASL recognition algorithm with another. Advisors/Committee Members: Fluet, Matthew, Zanibbi, Richard.
Subjects/Keywords: American sign language; ASL; Recognition strategy language; RSL
Holm, B. (2011). Evaluation of RSL history as a tool for assistance in the development and evaluation of computer vision algorithms . (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/229
Holm, Ben. "Evaluation of RSL history as a tool for assistance in the development and evaluation of computer vision algorithms." 2011. Thesis, Rochester Institute of Technology. Accessed January 19, 2020. https://scholarworks.rit.edu/theses/229.
Holm, Ben. "Evaluation of RSL history as a tool for assistance in the development and evaluation of computer vision algorithms." 2011. Web. 19 Jan 2020.
Holm B. Evaluation of RSL history as a tool for assistance in the development and evaluation of computer vision algorithms. [Internet] [Thesis]. Rochester Institute of Technology; 2011. [cited 2020 Jan 19]. Available from: https://scholarworks.rit.edu/theses/229.
Holm B. Evaluation of RSL history as a tool for assistance in the development and evaluation of computer vision algorithms. [Thesis]. Rochester Institute of Technology; 2011. Available from: https://scholarworks.rit.edu/theses/229
5. Adams, Hadiya Annvela. EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE.
Degree: MAin Psychology, College of Sciences and Health Professions, 2012, Cleveland State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548
► Variability in talker identity, which is commonly referred to as one type of indexical variation, has demonstrable effects on the speed and accuracy of spoken… (more)
▼ Variability in talker identity, which is commonly referred to as one type of indexical variation, has demonstrable effects on the speed and accuracy of spoken word recognition. In the current study, I conducted two experiments designed to examine whether talker variability has an effect on the perception of words in American Sign Language. Native and non-native signers participated in two long-term repetition-priming experiments in which they performed two separate blocks of lexical decision trials. In Experiment 1, all participants were native signers. In Experiment 2, all participants were late signers. In both experiments, all participants performed both an easy and a hard lexical decision task. In the easy lexical decision task, the non-signs did not resemble real signs, making the task relatively easy. In the hard lexical task, the non-signs resembled real signs, making the task relatively difficult. In both experiments, some of the signs (and non-signs) in the second block also appeared in the first block (primed conditions) and some were new stimuli that had not appeared in the first block (control condition). Half the primed stimuli were produced by the same signer in the two blocks (matched condition) and half were produced by a different signer (mismatched condition). Based on previous research in spoken word recognition, I made the following predictions: 1) primed stimuli would be responded to more quickly than unprimed stimuli, 2) signs in the match condition would be responded to more quickly than signs in the mismatch condition (i.e., a signer-specificity effect), and the signer-specificity effect was expected to be greater when processing was relatively slow, that is 3) in Experiment 2, with late signing participants, and 4) in the hard lexical decision task. The results inform theories and models of sign language perception, add to the knowledge of the circumstances in which variability is expected to have an effect on the recognition of words, and provide an opportunity to evaluate whether time-course effects in spoken word recognition extend to the visual perception of words in sign language. Advisors/Committee Members: McLennan, Conor (Committee Chair).
Subjects/Keywords: ASL; American Sign Language
…previous work in spoken word recognition to American Sign Language (ASL). ASL is a hand… …and highly proficient in ASL. C.I. is the owner of a local sign language company, and N.J… …Emmorey, K. (1993). Lexical priming in American Sign Language. Poster presented at… …x28;1991). Repetition priming with aspect and agreement morphology in American Sign Language… …identified ASL as their first language and began learning ASL before age 6. However, less than 10…
Adams, H. A. (2012). EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE . (Masters Thesis). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548
Adams, Hadiya Annvela. "EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE." 2012. Masters Thesis, Cleveland State University. Accessed January 19, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548.
Adams, Hadiya Annvela. "EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE." 2012. Web. 19 Jan 2020.
Adams HA. EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE. [Internet] [Masters thesis]. Cleveland State University; 2012. [cited 2020 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548.
Adams HA. EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE. [Masters Thesis]. Cleveland State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548
6. Hays, Philip. Mobile to cloud co-processing of ASL finger spelling to text conversion.
Degree: Computer Engineering, 2012, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/3095
► Computer recognition of American Sign Language (ASL) is a computationally intensive task. Although it has generally been performed using powerful lab workstations, this research investigates… (more)
▼ Computer recognition of American Sign Language (ASL) is a computationally intensive task. Although it has generally been performed using powerful lab workstations, this research investigates transcription of static ASL signs using an application on a consumer-level mobile device. The application provides real-time sign to text translation by processing a live video stream to detect the ASL alphabet as well as custom signs to perform tasks on the device. In this work several avenues for classification and processing were ex-plored to evaluate performance for mobile ASL transcription. The cho-sen classification algorithm uses locality preserving projections (LPP) with trained support vector machines (SVMs). Processing was investigated using either the mobile device only or with cloud assistance. In comparison to the native mobile application, the cloud-assisted application increased classification speed, reduced memory usage, and kept the network usage low while barely increasing the power required. A distributed solution has been created that will provide a new way of interacting with the mobile device in a native way to a hard-of-hearing person while also considering the network, power and processing constraints of the mobile device. Advisors/Committee Members: Melton, Roy.
Subjects/Keywords: American sign language; ASL; Cloud; Computer vision; Co-processing; Mobile
Hays, P. (2012). Mobile to cloud co-processing of ASL finger spelling to text conversion . (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/3095
Hays, Philip. "Mobile to cloud co-processing of ASL finger spelling to text conversion." 2012. Thesis, Rochester Institute of Technology. Accessed January 19, 2020. https://scholarworks.rit.edu/theses/3095.
Hays, Philip. "Mobile to cloud co-processing of ASL finger spelling to text conversion." 2012. Web. 19 Jan 2020.
Hays P. Mobile to cloud co-processing of ASL finger spelling to text conversion. [Internet] [Thesis]. Rochester Institute of Technology; 2012. [cited 2020 Jan 19]. Available from: https://scholarworks.rit.edu/theses/3095.
Hays P. Mobile to cloud co-processing of ASL finger spelling to text conversion. [Thesis]. Rochester Institute of Technology; 2012. Available from: https://scholarworks.rit.edu/theses/3095
7. Bessette, Sarah R. Free community ASL in Humboldt County: resources and access to services.
Degree: 2014, Humboldt State University
► The focus of this project is to provide a free class that introduces American Sign Language (ASL) and raises awareness of deaf culture to the… (more)
▼ The focus of this project is to provide a free class that introduces American Sign Language (ASL) and raises awareness of deaf culture to the community. Social network media and word of mouth was utilized for recruitment. Family members of deaf and hard of hearing individuals need to learn ASL to be able to fully communicate with one another. However, it is not uncommon for parents and other family members of deaf and hard of hearing individuals not to learn ASL, resulting in children who are not getting to fully engage in relationships with family members, and it can lead to difficulties socially and academically. Nine out of ten deaf children and born to hearing parents and of these approximately 88% of parents with a deaf child will not learn sign language. Resources in our community are limited due to our rural location and low population density. As such, the best outcomes may come from providing in home ASL classes for family members of individuals who use ASL including people who are deaf or hard of hearing. Advisors/Committee Members: Yellow Bird, Michael.
Subjects/Keywords: American Sign Language; ASL; Deaf; Hard of hearing; Family systems
Bessette, S. R. (2014). Free community ASL in Humboldt County: resources and access to services . (Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1895
Bessette, Sarah R. "Free community ASL in Humboldt County: resources and access to services." 2014. Thesis, Humboldt State University. Accessed January 19, 2020. http://hdl.handle.net/2148/1895.
Bessette, Sarah R. "Free community ASL in Humboldt County: resources and access to services." 2014. Web. 19 Jan 2020.
Bessette SR. Free community ASL in Humboldt County: resources and access to services. [Internet] [Thesis]. Humboldt State University; 2014. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/2148/1895.
Bessette SR. Free community ASL in Humboldt County: resources and access to services. [Thesis]. Humboldt State University; 2014. Available from: http://hdl.handle.net/2148/1895
8. Couch, Kymberly Marie. The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases.
Degree: 2017, Boise State University
URL: https://scholarworks.boisestate.edu/td/1248
► The Americans with Disabilities Act (ADA) is a federal law which, among many other regulations, requires that d/Deaf individuals involved in criminal cases be provided… (more)
▼ The Americans with Disabilities Act (ADA) is a federal law which, among many other regulations, requires that d/Deaf individuals involved in criminal cases be provided with a qualified interpreter of their language, usually American Sign Language (ASL). A qualified interpreter is not defined within the law and states are left to determine what does or does not constitute qualified. This study analyzes the various ways in which d/Deaf individuals should be treated differently within the justice system due to their differences in communication, as well as how statutes defining the qualification of interpreters may be most inclusive of the variances in communication. A qualitative approach is used to analyze specific cases in which d/Deaf defendants claimed their rights were infringed upon to present ways in which the laws may be improved going forward. Included is the Idaho case of Alan Wilding, who claims improper interpretation led to him pleading guilty to a felony grand theft charge when he believed he was pleading guilty to a misdemeanor. Another case is from Maine in which Dean Green argued that not being provided with an interpreter infringed upon his rights, though he had consented to his friend interpreting during the proceedings. I conclude that the quality of interpreters for d/Deaf individuals can have a significant impact on the outcomes of criminal cases. I further conclude that laws which look to define "qualified interpreter" are varied, which has both benefits and downfalls. We must constantly look to analyze the impact of our laws and ensure the protection of marginalized groups such as members of the d/Deaf community.
Subjects/Keywords: deaf; criminal; courts; interpreter; sign language; asl; American Politics
Couch, K. M. (2017). The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases . (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1248
Couch, Kymberly Marie. "The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases." 2017. Thesis, Boise State University. Accessed January 19, 2020. https://scholarworks.boisestate.edu/td/1248.
Couch, Kymberly Marie. "The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases." 2017. Web. 19 Jan 2020.
Couch KM. The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases. [Internet] [Thesis]. Boise State University; 2017. [cited 2020 Jan 19]. Available from: https://scholarworks.boisestate.edu/td/1248.
Couch KM. The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1248
9. Gray, Beth. The Impact Of Translation On Constructed Action and Constructed Dialogue In ASL Texts.
► Depiction, a phenomenon similar to iconicity, involves representing what something "looks like or is like" (Streeck 2008:289). Because depiction is used more heavily in… (more)
▼ Depiction, a phenomenon similar to iconicity, involves representing what something "looks like or is like" (Streeck 2008:289). Because depiction is used more heavily in sign languages than spoken languages (Dudis 2007), people interpreting or translating spoken/written texts into signed languages struggle to use depiction naturally (Thumann 2011). This thesis analyzes constructed action (CA) and constructed dialogue (CD), two types of depiction in which the signer's hands represent those of a discourse participant. Using Tannen (1989) & Metzger's (1995) framework of non-directly-quoted CACD and Quinto-Pozos & Mehta's (2010) degrees of CA, I examine differences between narratives originally composed in ASL and narrative segments from Genesis and Exodus that have been translated into ASL, all of which were signed by Deaf users of ASL. This analysis indicates that translated texts are slower and use less non-directly-quoted CD than non-translated texts. Measuring depiction can improve the naturalness of these and other translations. Advisors/Committee Members: J. Albert Bickford.
Subjects/Keywords: American Sign Language; ASL; Constructed Action; Constructed Dialogue; Depiction; Translation
Gray, B. (2018). The Impact Of Translation On Constructed Action and Constructed Dialogue In ASL Texts . (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/2220
Gray, Beth. "The Impact Of Translation On Constructed Action and Constructed Dialogue In ASL Texts." 2018. Masters Thesis, University of North Dakota. Accessed January 19, 2020. https://commons.und.edu/theses/2220.
Gray, Beth. "The Impact Of Translation On Constructed Action and Constructed Dialogue In ASL Texts." 2018. Web. 19 Jan 2020.
Gray B. The Impact Of Translation On Constructed Action and Constructed Dialogue In ASL Texts. [Internet] [Masters thesis]. University of North Dakota; 2018. [cited 2020 Jan 19]. Available from: https://commons.und.edu/theses/2220.
Gray B. The Impact Of Translation On Constructed Action and Constructed Dialogue In ASL Texts. [Masters Thesis]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2220
University of California – San Diego
10. WRIGHT, ALICIA MONIQUE. "No longer invisible, I stand Black and Deaf": Maintenance of the American Black Deaf Community and the Linguistic Racialization of Black Deaf Youth.
Degree: Anthropology, 2019, University of California – San Diego
URL: http://www.escholarship.org/uc/item/7670h5gh
► According to Black deaf researchers, Black Deaf communities in North America are defined by a complex interplay of historical, racial, and audiological pressures. In this… (more)
▼ According to Black deaf researchers, Black Deaf communities in North America are defined by a complex interplay of historical, racial, and audiological pressures. In this thesis, I analyze Black Deaf literature, documentaries, archival material, and my own ethnographic data to detail these pressures. I focus on the sociohistorical construction of North American Black Deaf communities, community maintenance strategies, and the role of Black ASL, with a spotlight on Northern Black Deaf communities. Black Deaf communities in the United States consolidated during the racially segregated pre-civil rights era. Through the creation of various cultural institutions, these communities consistently renegotiated their boundaries to withstand the rapid, but insufficient, changes of the Civil Rights and post-Civil Rights eras. As a result of racial integration, a rise in mainstreaming deaf children, and media and communication related technological advancements, I argue that a great pressure was placed on Black Deaf youth to adhere to established regimes of Blackness and Deafness, which is reflected in the observed language changes amongst Black deaf youth in the Southern, U.S.
Subjects/Keywords: Language; History; Linguistics; American Sign Language; Black ASL; Black Deaf; Community; raciolinguistics; sociohistorical
WRIGHT, A. M. (2019). "No longer invisible, I stand Black and Deaf": Maintenance of the American Black Deaf Community and the Linguistic Racialization of Black Deaf Youth . (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/7670h5gh
WRIGHT, ALICIA MONIQUE. ""No longer invisible, I stand Black and Deaf": Maintenance of the American Black Deaf Community and the Linguistic Racialization of Black Deaf Youth." 2019. Thesis, University of California – San Diego. Accessed January 19, 2020. http://www.escholarship.org/uc/item/7670h5gh.
WRIGHT, ALICIA MONIQUE. ""No longer invisible, I stand Black and Deaf": Maintenance of the American Black Deaf Community and the Linguistic Racialization of Black Deaf Youth." 2019. Web. 19 Jan 2020.
WRIGHT AM. "No longer invisible, I stand Black and Deaf": Maintenance of the American Black Deaf Community and the Linguistic Racialization of Black Deaf Youth. [Internet] [Thesis]. University of California – San Diego; 2019. [cited 2020 Jan 19]. Available from: http://www.escholarship.org/uc/item/7670h5gh.
WRIGHT AM. "No longer invisible, I stand Black and Deaf": Maintenance of the American Black Deaf Community and the Linguistic Racialization of Black Deaf Youth. [Thesis]. University of California – San Diego; 2019. Available from: http://www.escholarship.org/uc/item/7670h5gh
University of Texas – Austin
11. -2641-9400. The syntax and semantics of resultative constructions in Deutsche Gebärdensprache (DGS) and American Sign Language (ASL).
Degree: PhD, Linguistics, 2017, University of Texas – Austin
► Complex cause-result events such as wiping a table off can be encoded linguistically with a single verb (clean), a resultative (wipe the table clean), or… (more)
▼ Complex cause-result events such as wiping a table off can be encoded linguistically with a single verb (clean), a resultative (wipe the table clean), or a multiclausal construction (wipe the table until it's clean). Languages differ markedly in the kinds of events that can be described in a single clause; hence the present work explores whether Deutsche Gebärdensprache (DGS) and American Sign Language (ASL) can encode both manner of causation and result state within a single clause. Since an investigation of clause-level constructions presupposes a thorough understanding of clause boundaries, this dissertation starts by reviewing and adding to the existing clausehood diagnostics in spoken and signed languages. Using these diagnostics in combination with video elicitation tasks and grammaticality judgments, I show that DGS has two monoclausal resultative constructions that differ in the order of the causing and result predicates. The constructions both allow Control and ECM resultatives and may take a stative or change-of-state secondary predicate. Their semantics differ in that resultatives with [Result Cause] word order exhibit event-to-scale homomorphy while those with [Cause Result] word order do not. ASL has a single monoclausal resultative construction that encodes at least Control resultatives but, in contrast to English, does not exhibit homomorphic mappings. ASL shares a different aspect of resultative semantics with English: directness of causation. The present work presents the first empirical investigation of directness of causation and its effect on the acceptability of resultatives in English and ASL. It finds that both English and ASL resultatives are significantly less acceptable as descriptors of causative scenarios in which there is a temporal delay between causing and result events. This study further shows a significant decrease in acceptability of English and ASL resultatives when an intermediate causer intervenes between ultimate causer and result. Through controlled experiments on resultatives in both languages, I show that temporal delays and intervening causers decrease directness independently and to significantly different degrees. Lastly, this study identifies subtle differences in the semantics of ASL resultatives and their English counterparts. While the degree of indirectness of an intervening causer is attenuated by the ultimate causer's intentionality in English, no such effect is found for ASL. In summary, the present work demonstrates that sign languages like DGS and ASL have syntactic resources for packaging event-structural information densely. These resources exhibit different constraints on usage than their German and English counterparts and are well-integrated into the grammars of DGS and ASL. Advisors/Committee Members: Meier, Richard P. (advisor), Beavers, John T (committee member), Boas, Hans C (committee member), Quinto-Pozos, David (committee member), Wechsler, Stephen M (committee member).
Subjects/Keywords: Resultative construction; Resultative; Lexical semantics; American Sign Language; German Sign Language; ASL; DGS; Causation; Causative; Directness of causation
-2641-9400. (2017). The syntax and semantics of resultative constructions in Deutsche Gebärdensprache (DGS) and American Sign Language (ASL) . (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62943
Author name may be incomplete
-2641-9400. "The syntax and semantics of resultative constructions in Deutsche Gebärdensprache (DGS) and American Sign Language (ASL)." 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 19, 2020. http://hdl.handle.net/2152/62943.
-2641-9400. "The syntax and semantics of resultative constructions in Deutsche Gebärdensprache (DGS) and American Sign Language (ASL)." 2017. Web. 19 Jan 2020.
-2641-9400. The syntax and semantics of resultative constructions in Deutsche Gebärdensprache (DGS) and American Sign Language (ASL). [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/2152/62943.
-2641-9400. The syntax and semantics of resultative constructions in Deutsche Gebärdensprache (DGS) and American Sign Language (ASL). [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62943
12. Greene, Daniel J. Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English.
Degree: MA, 2013, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/2
► Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties… (more)
▼ Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties of language; therefore, it is natural that VL would appear in ASL. This thesis is the first study of VL in ASL, and provides evidence that VL occurs in ASL and is used to express meanings equivalent to those of VL in English. The findings of this study document yet another property that ASL shares with other languages, and contribute yet another language to the body of languages that have been studied for VL. The investigator of this study analyzed the National Center for Sign Language and Gesture Resources (NCSLGR) Corpus for vagueness and found that the corpus contained vagueness in signs, gestures, and non-manual markers (NMMs). Hedging, approximation, and lack of specificity were the predominant types of vagueness found in the NCSLGR Corpus. The findings of this study, in addition to the literature reviewed, have implications for ASL teachers, ASL-English interpreters, and interpreter trainers. Previous literature has shown a need for explicit metalinguistic instruction about VL to second language (L2) learners, interpreters and translators. The ability to be vague has been shown in previous research to be a form of pragmalinguistic competence. This study contributes to the knowledge of the forms and functions of VL in English and ASL so that ASL students may improve their pragmalinguistic competence in ASL, and ASL-English interpreters may improve the pragmalinguistic equivalence of their interpretations. Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Miako Rankin.
Subjects/Keywords: ASL; American Sign Language; VL; vagueness; interpreting; Applied Linguistics; Special Education and Teaching
Greene, D. J. (2013). Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English . (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/2
Greene, Daniel J. "Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English." 2013. Masters Thesis, Western Oregon University. Accessed January 19, 2020. https://digitalcommons.wou.edu/theses/2.
Greene, Daniel J. "Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English." 2013. Web. 19 Jan 2020.
Greene DJ. Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English. [Internet] [Masters thesis]. Western Oregon University; 2013. [cited 2020 Jan 19]. Available from: https://digitalcommons.wou.edu/theses/2.
Greene DJ. Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English. [Masters Thesis]. Western Oregon University; 2013. Available from: https://digitalcommons.wou.edu/theses/2
13. DiLoreto, Elizabeth. American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards.
Degree: MA, Speech Pathology and Audiology, 2013, Miami University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201
► This paper examined the arguments for American Sign Language (ASL) as a foreign language and the development of a new ASL curriculum to fulfill a… (more)
▼ This paper examined the arguments for American Sign Language (ASL) as a foreign language and the development of a new ASL curriculum to fulfill a foreign language requirement at Miami University. Due to the large number of individuals in the United States using ASL as a language and the steady increase in ASL course enrollments at colleges and universities since 1990, an argument can be made that Miami University is behind the times in not offering ASL as a foreign language. This paper used primary sources from peer-reviewed literature, books, and current organizational websites to not only look at the importance of ASL instruction at institutions of higher learning but also create a new curriculum based on language learning pedagogy and new foreign language proficiency standards. Advisors/Committee Members: Hutchinson-Marron, Kathleen (Committee Chair).
Subjects/Keywords: Education; Foreign Language; Curriculum Development; Language; American Sign Language; ASL; curriculum development; curriculum; pedagogy; standards; Deaf culture; Foreign Language
DiLoreto, E. (2013). American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards . (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201
DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." 2013. Masters Thesis, Miami University. Accessed January 19, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.
DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." 2013. Web. 19 Jan 2020.
DiLoreto E. American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards. [Internet] [Masters thesis]. Miami University; 2013. [cited 2020 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.
DiLoreto E. American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards. [Masters Thesis]. Miami University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201
14. Bonham, Mary Elizabeth. English to ASL Gloss Machine Translation.
Degree: MA, 2015, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6477&context=etd
► Low-resource languages, including sign languages, are a challenge for machine translation research. Given the lack of parallel corpora, current researchers must be content with a… (more)
▼ Low-resource languages, including sign languages, are a challenge for machine translation research. Given the lack of parallel corpora, current researchers must be content with a small parallel corpus in a narrow domain for training a system. For this thesis, we obtained a small parallel corpus of English text and American Sign Language gloss from The Church of Jesus Christ of Latter-day Saints. We cleaned the corpus by loading it into an open-source translation memory tool, where we removed computer markup language and split the large chunks of text into sentences and phrases, creating a total of 14,247 sentence pairs. We randomly partitioned the corpus into three sections: 70% for a training set, 10% for a development set, and 20% for a test set. After downloading and installing the open-source Moses toolkit, we went through several iterations of training, translating, and evaluating the system. The final evaluation on unseen data yielded a state-of-the-art score for a low-resource language.
Subjects/Keywords: machine translation; ASL; sign language gloss; Linguistics
Bonham, M. E. (2015). English to ASL Gloss Machine Translation . (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6477&context=etd
Bonham, Mary Elizabeth. "English to ASL Gloss Machine Translation." 2015. Masters Thesis, Brigham Young University. Accessed January 19, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6477&context=etd.
Bonham, Mary Elizabeth. "English to ASL Gloss Machine Translation." 2015. Web. 19 Jan 2020.
Bonham ME. English to ASL Gloss Machine Translation. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2020 Jan 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6477&context=etd.
Bonham ME. English to ASL Gloss Machine Translation. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6477&context=etd
15. Aishwarya, Fnu. Evaluation of Motion Velocity as a Feature for Sign Language Detection.
Degree: MS, Computer Engineering, 2018, Texas A&M University
URL: http://hdl.handle.net/1969.1/173575
► Popular video sharing websites contain a large collection of videos in various sign languages. These websites have the potential of being a significant source of… (more)
▼ Popular video sharing websites contain a large collection of videos in various sign languages. These websites have the potential of being a significant source of knowledge sharing and communication for the members of the deaf and hard-of-hearing community. However, prior studies have shown that traditional keyword-based search does not do a good job of discovering these videos. Dr. Frank Shipman and others have been working towards building a distributed digital library by indexing the sign language videos available online. This system employs an automatic detector, based on visual features extracted from the video, for filtering out non-sign language content. Features such as the amount and location of hand movements, symmetry of motion etc. have been experimented with for this purpose. Caio Monteiro and his team designed a classifier which uses face detection to identify the region-of-interest (ROI) in a frame, and foreground segmentation to estimate amount of hand motion within the region. It was later improved upon by Karappa et al. by dividing the ROI using polar coordinates and estimating motion in each division to form a composite feature set. This thesis work examines another visual feature associated with the signing activity i.e. speed of hand movements. Speed based features performed better compared to the foreground-based features for a complex dataset of SL and non-SL videos. The F1 score showed a jump from 0.73 to 0.78. However, for a second dataset consisting of videos with single signers and static backgrounds, the classification scores dipped. More consistent performance improvements were observed when features from the two feature sets were used in conjunction. F1 score of 0.76 was observed for the complex dataset. For the second dataset, the F1 score changed from 0.85 to 0.86. Another associated problem is identifying the sign language in a video. The impact of speed of motion on the problem of classifying American Sign Language versus British Sign Language was found to be minimal. We concluded that it is the location of motion which influences this problem more than either the speed or the amount of motion. Non-speed related analyses of sign language detection were also explored. Since the American Sign Language alphabet is one-handed, it was expected that videos with left-handed signing might be falsely identified as British Sign Language, which has a two-handed alphabet. We briefly studied this issue with respect to our corpus of ASL and BSL videos and discovered that our classifier design does not suffer from this issue. Apart from this, we explored speeding up the classification process by computing symmetry of motion in the ROI on selected keyframes as a single feature for classification. The resulting feature extraction was significantly faster but the precision and recall values depreciated to 59% and 62% respectively for a F1 score of .61. Advisors/Committee Members: Shipman, Frank (advisor), Qian, Xiaoning (advisor), Neto, Ulisses Braga (committee member), Shi, Weiping (committee member).
Subjects/Keywords: sign language detection; ASL; motion velocity
Aishwarya, F. (2018). Evaluation of Motion Velocity as a Feature for Sign Language Detection . (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173575
Aishwarya, Fnu. "Evaluation of Motion Velocity as a Feature for Sign Language Detection." 2018. Masters Thesis, Texas A&M University. Accessed January 19, 2020. http://hdl.handle.net/1969.1/173575.
Aishwarya, Fnu. "Evaluation of Motion Velocity as a Feature for Sign Language Detection." 2018. Web. 19 Jan 2020.
Aishwarya F. Evaluation of Motion Velocity as a Feature for Sign Language Detection. [Internet] [Masters thesis]. Texas A&M University; 2018. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/1969.1/173575.
Aishwarya F. Evaluation of Motion Velocity as a Feature for Sign Language Detection. [Masters Thesis]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173575
16. Christian, Laura. Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student's Language Acquisition Process.
Degree: 2013, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc499994/
► While Deaf students are not typically classified as English as a second language (ESL) students, the majority of deaf students first become fluent in a… (more)
▼ While Deaf students are not typically classified as English as a second language (ESL) students, the majority of deaf students first become fluent in a signed language, making them ideal candidates for ESL research. This case study has been designed to explore the ways in which one method of ESL reading instruction, known as modified guided reading (MGR), affects the language acquisition process, and resulting reading comprehension level, of a deaf student over eleven weeks. The study documented the student's language acquisition development both in American Sign Language (ASL) and in English, as well as tracked the student's growth in reading comprehension, metalinguistic awareness, and visual attention skills. The Accelerated Reader (AR) program, benchmark testing, and daily observations were used to measure growth. Findings of the study suggest that the ESL methods implemented through MGR positively impacted the student's language acquisition process, reading comprehension level, metalinguistic awareness, and visual attention skills. Results showed an increase in all three of the student's AR scores as follows: 31% in reading level, 13.1% in number of words read, and 13.2 % in comprehension test scores. Observations and benchmark testing revealed increased metalinguistic knowledge in word, syntactic, and pragmatic awareness. Visual attention skills were found to be the key element in allowing reading comprehension to take place and strategies for improving these skills were found to be a necessary part of the MGR process. Advisors/Committee Members: Cukor-Avila, Patricia, Ross, Haj, Chelliah, Shobhana Lakshmi.
Subjects/Keywords: ASL; American Sign Language; deaf education; ESL; English as a second language; modified guided reading; language acquisition; reading instruction
Christian, L. (2013). Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student's Language Acquisition Process . (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc499994/
Christian, Laura. "Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student's Language Acquisition Process." 2013. Thesis, University of North Texas. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc499994/.
Christian, Laura. "Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student's Language Acquisition Process." 2013. Web. 19 Jan 2020.
Christian L. Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student's Language Acquisition Process. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc499994/.
Christian L. Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student's Language Acquisition Process. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc499994/
17. Clarino, Christopher Richard. At the Intersection of American Sign Language and the Performer-Percussionist: A Hybrid Practice.
Degree: Music, 2019, University of California – San Diego
URL: http://www.escholarship.org/uc/item/8g53n2tg
► ABSTRACT OF THE DISSERTATIONAt the Intersection of American Sign Languageand the Performer-Percussionist: A Hybrid PracticebyChristopher Richard ClarinoDoctor of Musical Arts in Contemporary Music PerformanceUniversity of… (more)
▼ ABSTRACT OF THE DISSERTATIONAt the Intersection of American Sign Languageand the Performer-Percussionist: A Hybrid PracticebyChristopher Richard ClarinoDoctor of Musical Arts in Contemporary Music PerformanceUniversity of California San Diego, 2019Professor Steven Schick, chairThis dissertation investigates the shared spaces between American Sign Language (ASL), percussion and performance art and addresses the following questions: Does my work successfully merge these disciplines into a singular practice? In this hybridized practice, is corporeality fundamentally relatable? For example, might a layperson relate to the playing of a drum more deeply on an emotional and physical level than the playing of a viola harmonic? Similarly, in ASL; are inherent qualities of the language – facial expression, non-manual markers, personification, and explicitly visual referents – also relatable to the layperson in the same way? Do these build a bridge to the middle ground of my practice? These topics and questions will be addressed in the context of the following works: Carolyn Chen's Threads (2012), Lydia Winsor Brindamour's early morning (dew, spiderweb) (2016), Tiange Zhou's Me/Monologue (2018), Larry Polansky's VEDITZ (2018), Yiheng Yvonne Wu's Your Hat (2018), and my adaptation of Franz Schubert's Erlkönig (1821). Through musical analysis and deconstruction of the works mentioned, I have attempted to answer the technical and cultural questions that have risen through preparation and performance.
Subjects/Keywords: Music; American; ASL; Language; Percussion; Sign
…shared spaces between American Sign Language (ASL), percussion and performance art… …between American Sign Language (ASL), percussion, and performance art. Prior to my… …Intersection of American Sign Language & the Performer-Percussionist: A Hybrid Practice by… …examine the corporeality of American Sign Language, the embodied percussionist, and my role at… …playing of a viola harmonic? Similarly, are inherent qualities of American Sign Language…
Clarino, C. R. (2019). At the Intersection of American Sign Language and the Performer-Percussionist: A Hybrid Practice . (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/8g53n2tg
Clarino, Christopher Richard. "At the Intersection of American Sign Language and the Performer-Percussionist: A Hybrid Practice." 2019. Thesis, University of California – San Diego. Accessed January 19, 2020. http://www.escholarship.org/uc/item/8g53n2tg.
Clarino, Christopher Richard. "At the Intersection of American Sign Language and the Performer-Percussionist: A Hybrid Practice." 2019. Web. 19 Jan 2020.
Clarino CR. At the Intersection of American Sign Language and the Performer-Percussionist: A Hybrid Practice. [Internet] [Thesis]. University of California – San Diego; 2019. [cited 2020 Jan 19]. Available from: http://www.escholarship.org/uc/item/8g53n2tg.
Clarino CR. At the Intersection of American Sign Language and the Performer-Percussionist: A Hybrid Practice. [Thesis]. University of California – San Diego; 2019. Available from: http://www.escholarship.org/uc/item/8g53n2tg
18. Viswavarapu, Lokesh Kumar. Real-Time Finger Spelling American Sign Language Recognition Using Deep Convolutional Neural Networks.
URL: https://digital.library.unt.edu/ark:/67531/metadc1404616/
► This thesis presents design and development of a gesture recognition system to recognize finger spelling American Sign Language hand gestures. We developed this solution using… (more)
▼ This thesis presents design and development of a gesture recognition system to recognize finger spelling American Sign Language hand gestures. We developed this solution using the latest deep learning technique called convolutional neural networks. This system uses blink detection to initiate the recognition process, Convex Hull-based hand segmentation with adaptive skin color filtering to segment hand region, and a convolutional neural network to perform gesture recognition. An ensemble of four convolutional neural networks are trained with a dataset of 25254 images for gesture recognition and a feedback unit called head pose estimation is implemented to validate the correctness of predicted gestures. This entire system was developed using Python programming language and other supporting libraries like OpenCV, Tensor flow and Dlib to perform various image processing and machine learning tasks. This entire application can be deployed as a web application using Flask to make it operating system independent. Advisors/Committee Members: Namuduri, Kamesh, Li, Xinrong, Guturu, Parthasarathy.
Subjects/Keywords: American Sign Language Recognition; AI; Machine learning; deep learning; Convolutional neural networks; CNN; Image processing; Computer Vision; ASL
Viswavarapu, L. K. (2018). Real-Time Finger Spelling American Sign Language Recognition Using Deep Convolutional Neural Networks . (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404616/
Viswavarapu, Lokesh Kumar. "Real-Time Finger Spelling American Sign Language Recognition Using Deep Convolutional Neural Networks." 2018. Thesis, University of North Texas. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404616/.
Viswavarapu, Lokesh Kumar. "Real-Time Finger Spelling American Sign Language Recognition Using Deep Convolutional Neural Networks." 2018. Web. 19 Jan 2020.
Viswavarapu LK. Real-Time Finger Spelling American Sign Language Recognition Using Deep Convolutional Neural Networks. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404616/.
Viswavarapu LK. Real-Time Finger Spelling American Sign Language Recognition Using Deep Convolutional Neural Networks. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404616/
19. Bragg, Danielle. Expanding Information Access through Data-Driven Design.
Degree: PhD, 2018, University of Washington
► Computer scientists have made progress on many problems in information access: curating large datasets, developing machine learning and computer vision, building extensive networks, and designing… (more)
▼ Computer scientists have made progress on many problems in information access: curating large datasets, developing machine learning and computer vision, building extensive networks, and designing powerful interfaces and graphics. However, we sometimes fail to fully leverage these modern techniques, especially when building systems inclusive of people with disabilities (who total a billion worldwide [264], and nearly one in five in the U.S. [39]). For example, visual graphics and small text may exclude people with visual impairments, and text-based resources like search engines and text editors may not fully support people using unwritten sign languages. In this dissertation, I argue that if we are willing to break with traditional modes of information access, we can leverage modern computing capabilities from computer graphics, crowdsourcing, topic modeling, and participatory design to greatly improve and enrich access. This dissertation demonstrates this potential for expanded access through four systems I built as a Ph.D. student: 1) Smartfonts (Chapter 3), scripts that reimagine the alphabet's appearance to improve legibility and enrich text displays, leveraging modern screens' ability to render letterforms not easily hand-drawn, 2) Livefonts (Chapter 4), a subset of Smartfonts that use animation to further differentiate letterforms, leveraging modern screens' animation capability to redefine limitations on letterform design, 3) Animated Si5s, the first animated character system prototype for American Sign Language (ASL) (Chapter 5), which uses animation to increase text resemblance to live signing and in turn improve understandability without training, and 4) ASL-Search, an ASL dictionary trained on crowdsourced data collected from volunteer ASL students through ASL-Flash, a novel crowdsourcing platform and educational tool (Chapter 6). These systems employ quantitative methods, using large-scale data collected through existing and novel crowdsourcing platforms to explore design spaces and solve data scarcity problems. They also use human-centered approaches to better understand and address usability problems. Advisors/Committee Members: Ladner, Richard (advisor).
Subjects/Keywords: Accessibility; American Sign Language (ASL); Information Access; Information Retrieval; Low Vision; Typography; Computer science; Computer science and engineering
Bragg, D. (2018). Expanding Information Access through Data-Driven Design . (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42260
Bragg, Danielle. "Expanding Information Access through Data-Driven Design." 2018. Doctoral Dissertation, University of Washington. Accessed January 19, 2020. http://hdl.handle.net/1773/42260.
Bragg, Danielle. "Expanding Information Access through Data-Driven Design." 2018. Web. 19 Jan 2020.
Bragg D. Expanding Information Access through Data-Driven Design. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/1773/42260.
Bragg D. Expanding Information Access through Data-Driven Design. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42260
20. Alfano, Alliete Rodriguez. Communication and Culture: Implications for Hispanic Mothers with Deaf Children.
Degree: PhD, Teaching and Learning (Education), 2007, University of Miami
URL: https://scholarlyrepository.miami.edu/oa_dissertations/61
► The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form… (more)
▼ The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture. Advisors/Committee Members: Elizabeth Harry, Batya Elbaum, Marjorie Montague, Alexandra Quittner.
Subjects/Keywords: Sign Language; Family Communication; Spanish-speaking Mothers; ASL; American Sign Language
Alfano, A. R. (2007). Communication and Culture: Implications for Hispanic Mothers with Deaf Children . (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/61
Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." 2007. Doctoral Dissertation, University of Miami. Accessed January 19, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/61.
Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." 2007. Web. 19 Jan 2020.
Alfano AR. Communication and Culture: Implications for Hispanic Mothers with Deaf Children. [Internet] [Doctoral dissertation]. University of Miami; 2007. [cited 2020 Jan 19]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/61.
Alfano AR. Communication and Culture: Implications for Hispanic Mothers with Deaf Children. [Doctoral Dissertation]. University of Miami; 2007. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/61
21. Bowdell, Amelia. Developing bilingualism in interpreting students.
Degree: MA, Deaf Studies/Professional Studies, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/44
► American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being… (more)
▼ American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being bilingual is part of being an effective interpreter. A student's level of bilingualism at the point of graduation from an interpreter education program is influenced, in part, by the coursework they are required to take while in college. With this in mind, students' fluency in both ASL and English should be an essential part of the coursework. This also suggests that faculty should assess their students' levels of fluency in both languages to insure that true bilingualism has been achieved. The purpose of this thesis is to look at the curriculum of the bachelor's degrees accredited by the Commission on Collegiate Interpreter Education (CCIE) as of February 2018 and to review their curriculum related to developing and assessing students' level of bilingualism. The focus is on the number and types of ASL, English, and linguistic courses, as well as how various programs are assessing their students' level of bilingualism. This thesis also outlines ways to apply second language acquisition theories and research to ASL and interpreting programs. Advisors/Committee Members: Elisa Maroney, Erin Trine, Earl Smith.
Subjects/Keywords: American Sign Language; ASL; Bilingualism; Second Language Acquisition; Interpreter; Commission on Collegiate Interpreter Education; CCIE; Assessment; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; Language Interpretation and Translation
Bowdell, A. (2018). Developing bilingualism in interpreting students . (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/44
Bowdell, Amelia. "Developing bilingualism in interpreting students." 2018. Masters Thesis, Western Oregon University. Accessed January 19, 2020. https://digitalcommons.wou.edu/theses/44.
Bowdell, Amelia. "Developing bilingualism in interpreting students." 2018. Web. 19 Jan 2020.
Bowdell A. Developing bilingualism in interpreting students. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2020 Jan 19]. Available from: https://digitalcommons.wou.edu/theses/44.
Bowdell A. Developing bilingualism in interpreting students. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/44
22. Daleesha M Viswanathan; Dr. Sumam Mary Idicula. A Computational Framework for Indian Sign Language Recognition.
Degree: 2015, Cochin University of Science and Technology
URL: http://dyuthi.cusat.ac.in/purl/5144
► Sign language is the primary means of communication for the hard to hear and speak people around the globe. Sign language emphasizes on visual possibilities… (more)
▼ Sign language is the primary means of communication for the hard to hear and speak people around the globe. Sign language emphasizes on visual possibilities as the participants are unable to hear sound patterns. Sign language uses different signs, body postures and gestures as opposed to sound patterns for communication, and evolves like any other spoken language. American Sign Language (ASL), British sign language (BSL), Arabic sign language (ArSL), Chinese sign language (CSL) and Indian sign language (ISL) are some of the widely used sign language systems around the world. There exists significant variation between sign languages, and due to these inherent variations, it is not possible to fully adopt a methodology that is found suitable for all. There are enormous complexities in ISL. Contrary to ASL, ISL sentences follow Subject-Object-Verb pattern. For example, the relative positioning of hand on face with respect to nose can convey 'WOMAN' or 'THINK' in ISL. Such complexities necessitate independent research in ISL. Sign language recognition involves integration of different categories of signs. The signs can be mainly categorized into three groups like static hand gestures, dynamic gestures and facial expression. This research focuses on these three different channels and work to identify the potential of different computational methods to address some of the associated complexities with each channel. These complexities include static gestures with resemblances, static overlaid gestures, differential movement and directional changes in dynamic gestures and facial expression changes.
Subjects/Keywords: Indian Sign Language; Sign Language Recognition; Indian Sign Language; American Sign Language Recognition; Arabic Sign Language Recognition; Chinese Sign Language Recognition
Idicula, D. M. V. D. S. M. (2015). A Computational Framework for Indian Sign Language Recognition . (Thesis). Cochin University of Science and Technology. Retrieved from http://dyuthi.cusat.ac.in/purl/5144
Idicula, Daleesha M Viswanathan; Dr. Sumam Mary. "A Computational Framework for Indian Sign Language Recognition." 2015. Thesis, Cochin University of Science and Technology. Accessed January 19, 2020. http://dyuthi.cusat.ac.in/purl/5144.
Idicula, Daleesha M Viswanathan; Dr. Sumam Mary. "A Computational Framework for Indian Sign Language Recognition." 2015. Web. 19 Jan 2020.
Idicula DMVDSM. A Computational Framework for Indian Sign Language Recognition. [Internet] [Thesis]. Cochin University of Science and Technology; 2015. [cited 2020 Jan 19]. Available from: http://dyuthi.cusat.ac.in/purl/5144.
Idicula DMVDSM. A Computational Framework for Indian Sign Language Recognition. [Thesis]. Cochin University of Science and Technology; 2015. Available from: http://dyuthi.cusat.ac.in/purl/5144
23. LaMarr, Todd. Simultaneous language activation: a non-linguistic pictorial experiment with second language learners of American Sign Language.
Degree: MA, Child Development (Theory and Research, 2013, California State University – Sacramento
URL: http://hdl.handle.net/10211.9/2279
► How bilinguals mentally store representations of their two languages in one mind is essential for understanding the mental processes involved during linguistic and nonlinguistic experiences.… (more)
▼ How bilinguals mentally store representations of their two languages in one mind is essential for understanding the mental processes involved during linguistic and nonlinguistic experiences. Research suggests that mental representations for both languages are simultaneously activated when bilinguals read, speak, write or listen to only one language (Kroll, Bogulski, McClain, 2012). However, this research is limited because the experiments have relied upon language-based stimuli and participants have primarily been highly proficient spoken language bilinguals. To address these limitations, the current study explored simultaneous language activation in second language learners of American Sign Language (ASL) using a non-linguistic pictorial task. The purpose of the current study was to explore simultaneous language activation in individuals learning ASL. The research question was whether second language learners of ASL simultaneously activate English and ASL and if so, whether priming would have an impact on the level of activation. A sample of twenty-three hearing female college students was given a non-linguistic pictorial task. Ten of these participants received a priming treatment before taking the task. Response times were recorded for competitive stimuli (semantically unrelated but phonologically related in ASL) and non-competitive stimuli (semantically related and phonologically related in ASL) to measure simultaneous language activation. Findings revealed that second language learners of ASL do not simultaneous activate ASL and English, even when primed. Statistically insignificant findings were found between competitive and non-competitive stimuli. Furthermore, statistically insignificant findings were found between the primed and control group. These results could suggest that simultaneous language activation may spread differently for bilinguals who learn a second language later in life. Additionally, perceiving pictorials may spread activation differently than has been demonstrated for perceiving language-based stimuli. Advisors/Committee Members: Sun, Li-Ling.
Subjects/Keywords: Bilingualism; American Sign Language (ASL); Second language learners
…modality of American Sign Language (ASL) activate both languages simultaneously in a… …years of age (M = 24.55, SD = 5.60) pursuing the American Sign Language/Deaf Studies… …to them. Definition of Terms American Sign Language The official sign language of the… …with sign language users has challenged notions that were once considered universals (… …questions remaining, especially in terms of the relationship between various sign language…
LaMarr, T. (2013). Simultaneous language activation: a non-linguistic pictorial experiment with second language learners of American Sign Language . (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2279
LaMarr, Todd. "Simultaneous language activation: a non-linguistic pictorial experiment with second language learners of American Sign Language." 2013. Masters Thesis, California State University – Sacramento. Accessed January 19, 2020. http://hdl.handle.net/10211.9/2279.
LaMarr, Todd. "Simultaneous language activation: a non-linguistic pictorial experiment with second language learners of American Sign Language." 2013. Web. 19 Jan 2020.
LaMarr T. Simultaneous language activation: a non-linguistic pictorial experiment with second language learners of American Sign Language. [Internet] [Masters thesis]. California State University – Sacramento; 2013. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/10211.9/2279.
LaMarr T. Simultaneous language activation: a non-linguistic pictorial experiment with second language learners of American Sign Language. [Masters Thesis]. California State University – Sacramento; 2013. Available from: http://hdl.handle.net/10211.9/2279
University of California – Berkeley
24. George, Johnny Earl. Politeness in Japanese Sign Language (JSL): Polite JSL expression as evidence for intermodal language contact influence.
Degree: Linguistics, 2011, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/9nt559qf
► This dissertation shows how signers mark polite register in JSL and uncovers a number of features salient to the linguistic encoding of politeness. My investigation… (more)
▼ This dissertation shows how signers mark polite register in JSL and uncovers a number of features salient to the linguistic encoding of politeness. My investigation of JSL politeness considers the relationship between Japanese sign and speech and how users of these languages adapt their communicative style based on the social context. This work examines: the Deaf Japanese community as minority language users and the concomitant effects on the development of JSL; politeness in JSL independently and in relation to spoken Japanese, along with the subsequent implications for characterizing polite Japanese communicative interaction; and the results of two studies that provide descriptions of the ways in which JSL users linguistically encode polite register. The studies show that JSL displays social indexical features with potential typological salience across sign languages.The elaborate system of overt encoding of polite expression in Japanese speech is commonly conceived of as indicating and reinforcing the special significance of polite behavior or practice in Japanese society. Nevertheless, sign language users as members of an overlapping society use a different language, which either marks politeness contrastively or fails to signify certain aspects of politeness signaled by spoken Japanese. The structural contrasts between JSL and spoken Japanese show that a language must receive consideration in light of actual communicative practice in order to determine its relation to social norms. Additionally, the reliance of JSL on dependent segments, or nonmanuals, to mark polite expression indicates that any linguistic analysis of politeness is impoverished as long as such kinds of dependent segments, analogous to features such as prosody in spoken languages, do not receive consideration.Since JSL and spoken Japanese represent, in a sense, two languages sharing one society, they represent a novel language contact context in which two languages segregate primarily via language modality rather than physical geography, as in the case of spoken contact languages. Using contact signed and spoken language pairs, researchers can uniquely tease apart the relation between language use and social context as a sign language is cultivated in a closely related society or ground of material relations of a preexisting spoken language.Chapter Two, "JSL as a Minority Language" illustrates the social context of Deaf Japanese people and JSL, and shows how Deaf Japanese inhabit a society dominated by a hearing culture. The resultant saturation in the language-context relations of the hearing culture produces a sign language with a number of influences from the socially dominant spoken and written language culture, along with concomitant effects on the JSL lexicon and morphology. A shared visual-kinesic communicative culture additionally results in a JSL that has assimilated features bearing resemblance to gestures from the inventory of speakers and signers. Chapter Three, "Japanese Signer and Speaker Polite Expression" demonstrates that…
Subjects/Keywords: Linguistics; Sociolinguistics; Asian studies; ASL; culture; gesture; Japanese; Politeness; sign language
George, J. E. (2011). Politeness in Japanese Sign Language (JSL): Polite JSL expression as evidence for intermodal language contact influence . (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9nt559qf
George, Johnny Earl. "Politeness in Japanese Sign Language (JSL): Polite JSL expression as evidence for intermodal language contact influence." 2011. Thesis, University of California – Berkeley. Accessed January 19, 2020. http://www.escholarship.org/uc/item/9nt559qf.
George, Johnny Earl. "Politeness in Japanese Sign Language (JSL): Polite JSL expression as evidence for intermodal language contact influence." 2011. Web. 19 Jan 2020.
George JE. Politeness in Japanese Sign Language (JSL): Polite JSL expression as evidence for intermodal language contact influence. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Jan 19]. Available from: http://www.escholarship.org/uc/item/9nt559qf.
George JE. Politeness in Japanese Sign Language (JSL): Polite JSL expression as evidence for intermodal language contact influence. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/9nt559qf
25. Hanson, John R. THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS.
Degree: MA, Applied Linguistics, 2012, Southern Illinois University
URL: http://opensiuc.lib.siu.edu/theses/960
► It is difficult, if not impossible to find another code-switching condition that allows for the production of "simultaneous" language use in communication like that… (more)
▼ It is difficult, if not impossible to find another code-switching condition that allows for the production of "simultaneous" language use in communication like that which is found in bimodal bilingualism. In 2002, Bauer, Hall, and Kruth conducted a study that examined code-switching in a play context for a German/English bilingual child. Emmorey, Borinstein, and Thomson in 2005 investigated bimodal bilingualism in adults. However there has not been a study like these for hearing children using ASL/English who have Deaf parents. By applying Bauer, Hall, and Kruth's study as a template for research into code-switching and adapting some of the processes used by Emmorey, Borinstein, and Thomson to research simultaneous sign and spoken language production, a study of hearing bimodal bilingual children of Deaf parents becomes possible. This study uses qualitative analysis of transcribed digital video recordings of two bimodal bilingual subjects that were coded to examine three language use possibilities in two language contexts. The bimodal subjects are capable of spoken English, manual Sign Language, and simultaneous production of both. The results were applied to answer the following questions: What kinds of play activity are the subjects and their adult interlocutors involved in? How do the subjects use their two languages to constitute their involvement in play? When and why do hearing children of Deaf parents code-switch? And when and why do they perform simultaneous production? The key findings are that bimodal bilingual children are strategic code-switchers/blenders using code selection to best communicate with their interlocutors based on the language environment and to fill lexical gaps or skill level deficiencies between codes. Advisors/Committee Members: Lakshmanan, Usha.
Subjects/Keywords: ASL; Bilingual; Bimodal; HCDP; Play Context; Sign Language
Hanson, J. R. (2012). THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS . (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/960
Hanson, John R. "THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS." 2012. Masters Thesis, Southern Illinois University. Accessed January 19, 2020. http://opensiuc.lib.siu.edu/theses/960.
Hanson, John R. "THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS." 2012. Web. 19 Jan 2020.
Hanson JR. THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS. [Internet] [Masters thesis]. Southern Illinois University; 2012. [cited 2020 Jan 19]. Available from: http://opensiuc.lib.siu.edu/theses/960.
Hanson JR. THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS. [Masters Thesis]. Southern Illinois University; 2012. Available from: http://opensiuc.lib.siu.edu/theses/960
26. Conlin-Luippold, Frances. Deaf children's understanding of the language of motion and location in ASL.
Degree: PhD, Applied Linguistics, 2015, Boston University
► Understanding how a language expresses the existence and action of an entity represents a critical juncture in the development of cognition and the development of… (more)
▼ Understanding how a language expresses the existence and action of an entity represents a critical juncture in the development of cognition and the development of language. For deaf children learning a sign language, verbs of motion and location exemplify this critical juncture: these are complex structures that convey substantial morphological, syntactic and semantic information. This dissertation investigated deaf children's understanding of linguistic representations of motion events as presented in a variety of verbs of motion and location in American Sign Language. The sample for this investigation consisted of 350 deaf children (of Deaf and hearing parents) enrolled in schools for the deaf in the United States. The subjects, who ranged in age from 4-18, were administered the Real Objects and Plurals Arrangement Task (ROPL) of the American Sign Language Assessment Instrument (ASLAI). The following research questions were addressed: (1) To what extent do deaf children understand each of the features of motion events (figure, ground, motion, path, manner, cause) expressed in verbs of motion and location? (2) What (if any) is the implicational structure of these features in the course of acquisition? (3) What role does exposure (i.e. early vs. late input) play on the acquisition of these features? Do age and parental hearing status influence the acquisition of these features? (4) Is there any difference in how deaf children learn to understand events in verbs of motion compared to verbs of location? Results revealed that deaf children's understanding of motion event features follows a sequential process, with features such as motion and figure being acquired in the earliest stages and path and ground being acquired later. Moreover, both age and length of exposure (to a signed language) influenced this acquisition process. These findings suggest that for deaf children, the acquisition of motion event structure in verbs of motion and location is a multifaceted process that is dependent on several factors.
Subjects/Keywords: Linguistics; ASL; Classifiers; Deaf; Location; Motion; Sign Language
Conlin-Luippold, F. (2015). Deaf children's understanding of the language of motion and location in ASL . (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/14030
Conlin-Luippold, Frances. "Deaf children's understanding of the language of motion and location in ASL." 2015. Doctoral Dissertation, Boston University. Accessed January 19, 2020. http://hdl.handle.net/2144/14030.
Conlin-Luippold, Frances. "Deaf children's understanding of the language of motion and location in ASL." 2015. Web. 19 Jan 2020.
Conlin-Luippold F. Deaf children's understanding of the language of motion and location in ASL. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/2144/14030.
Conlin-Luippold F. Deaf children's understanding of the language of motion and location in ASL. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/14030
27. Byrne, Andrew Patrick Joseph. American Sign Language (ASL) Literacy and ASL Literature: A Critical Appraisal.
Degree: PhD, Education, 2014, York University
► While there has been widespread acceptance of American Sign Language (ASL) as the language of instruction in residential schools for native/non-native ASL students and in… (more)
▼ While there has been widespread acceptance of American Sign Language (ASL) as the language of instruction in residential schools for native/non-native ASL students and in colleges and universities as a foreign language, there has been little research on defining ASL literacy and ASL literature. In addition, while there has been academic debate on the existence or nonexistence of ASL literacy, there have been no studies that have defined and have described the characteristics of ASL literacy and ASL literature. To fill this void, this study answered the following research questions: (a) At a time when there is increasing recognition of ASL literacy, how would ASL literature be defined? (b) What are the features that characterize ASL literature? (c) What would such a literature comprise (e.g., genres)? To what extent is there a comprehensive taxonomy of genres captured in VHS and DVD publications? (d) What are examples of ASL literary works included in this taxonomy? A qualitative research design is used (Denzin & Lincoln, 2000). The methodology utilized was a cross-case analysis of five interviews (four individual interviews and one focus group interview) using the constant comparison method where the information is categorized into responses (Hewitt-Taylor, 2001). Eight native ASL respondents in the field of ASL and Deaf Studies who are knowledgeable and have expertise with ASL literature were contacted and interviewed. The rationale for this study was that such an investigation of ASL literacy and ASL literature will provide research in the field on this neglected topic. Such a study would have value and importance to the ASL culture and ASL community, who cherish the values embedded in ASL literature, as well as accomplish education goals to instruct native/non-native ASL students with quality ASL literature. Advisors/Committee Members: Mayer, Connie (advisor).
Subjects/Keywords: Literature; Language; Education; ASL literary genres; American Sign Language; ASL; Literacy; ASL literacy; Literature; ASL literature; Genres
…literate user of American Sign Language (ASL). Literacy skills in ASL have only… …the Dictionary of American Sign Language on Linguistic Principles. In the dictionary, words… …cracked American Sign Language (intellectually equivalent to cracking the Rosetta Stone… …the acceptance of ASL as a foreign language for hearing students in American high schools… …opposing 1 In Canada, there are two cultural-linguistic minority groups named American Sign…
Byrne, A. P. J. (2014). American Sign Language (ASL) Literacy and ASL Literature: A Critical Appraisal . (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/27555
Byrne, Andrew Patrick Joseph. "American Sign Language (ASL) Literacy and ASL Literature: A Critical Appraisal." 2014. Doctoral Dissertation, York University. Accessed January 19, 2020. http://hdl.handle.net/10315/27555.
Byrne, Andrew Patrick Joseph. "American Sign Language (ASL) Literacy and ASL Literature: A Critical Appraisal." 2014. Web. 19 Jan 2020.
Byrne APJ. American Sign Language (ASL) Literacy and ASL Literature: A Critical Appraisal. [Internet] [Doctoral dissertation]. York University; 2014. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/10315/27555.
Byrne APJ. American Sign Language (ASL) Literacy and ASL Literature: A Critical Appraisal. [Doctoral Dissertation]. York University; 2014. Available from: http://hdl.handle.net/10315/27555
28. Vercollier, Gaëlle. Acquisition d'une langue visuo-spatiale et plurilinguisme audio-oral : le cas de l'American Sign Language (ASL) en tant que L2 selon la perception d'apprenants en milieu universitaire.
Degree: PhD, Études francophones, 2019, York University
► This thesis aims to analyze the acquisition of American Sign Language (ASL) as a second language (L2) according to the perception of monolingual and plurilingual… (more)
▼ This thesis aims to analyze the acquisition of American Sign Language (ASL) as a second language (L2) according to the perception of monolingual and plurilingual university learners. Does the perception of plurilinguals learning ASL as a L2 differ from that of monolinguals in the acquisition of a visuo-spatial language? The first three chapters lay the theoretical foundations. After having shown that ASL constitutes a true natural language (Chapter 1), we define plurilingualism and plurilingual competence (Chapter 2). To complete the theoretical anchoring, we clarify what perception is and how it can be influenced by certain factors (Chapter 3). The last three chapters cover the empirical part of the research. In Chapter 4, we explain the procedure adopted (methodological tool, elaboration of the questionnaire, sampling and data collection) and explain how the 138 questionnaires collected from university learners are analyzed. Tables and figures, followed by an explicit description, present the results and allow to examine the statistical relevance according to the "Percentage of maximum deviation" ("Pourcentage de l'écart maximum" or PEM), generated by the Modalisa analysis software (Chapter 5). In the last chapter, we discuss the results. According to the PEM, plurilinguals are not significantly different from monolinguals regarding the acquisition of linguistic elements, comparisons between ASL and audio-oral languages, and use of cognitive and metacognitive strategies. For monolinguals, as for plurilinguals, the use of these strategies is inversely proportional to the level of ASL. On the other hand, we can observe that plurilinguals, unlike monolinguals, claim higher scores at the beginner level, which indicates that the differences in perception are not related solely to their language repertoire but would depend on broader concepts. Other significant results show a parallelism between certain stages of acquisition of a first language (L1) with those of a L2, regardless of their modality. After examining the theoretical scope of the results, we draw a series of pedagogical implications. In the conclusion, after making a general assessment, we propose many lines of study that our research opens in transdisciplinary fields of investigation. Advisors/Committee Members: Besnard, Christine (advisor), Elkabas, Charles (advisor).
Subjects/Keywords: Language; Linguistique appliquée; Psycholinguistique; Psychologie sociale; Neurocognition; Didactique cognitive; Acquisition d'une langue visuo-spatiale; Perception; Plurilinguisme; Enseignement et apprentissage; Langue seconde; Langue des signes; American Sign Language (ASL); Applied Linguistics; Psycholinguistics; Social Psychology; Cognitive Didactics; Visual-Spatial Language Acquisition; Plurilingualism; Teaching and Learning; Second Language; Sign Language
Vercollier, G. (2019). Acquisition d'une langue visuo-spatiale et plurilinguisme audio-oral : le cas de l'American Sign Language (ASL) en tant que L2 selon la perception d'apprenants en milieu universitaire . (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/36241
Vercollier, Gaëlle. "Acquisition d'une langue visuo-spatiale et plurilinguisme audio-oral : le cas de l'American Sign Language (ASL) en tant que L2 selon la perception d'apprenants en milieu universitaire." 2019. Doctoral Dissertation, York University. Accessed January 19, 2020. http://hdl.handle.net/10315/36241.
Vercollier, Gaëlle. "Acquisition d'une langue visuo-spatiale et plurilinguisme audio-oral : le cas de l'American Sign Language (ASL) en tant que L2 selon la perception d'apprenants en milieu universitaire." 2019. Web. 19 Jan 2020.
Vercollier G. Acquisition d'une langue visuo-spatiale et plurilinguisme audio-oral : le cas de l'American Sign Language (ASL) en tant que L2 selon la perception d'apprenants en milieu universitaire. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/10315/36241.
Vercollier G. Acquisition d'une langue visuo-spatiale et plurilinguisme audio-oral : le cas de l'American Sign Language (ASL) en tant que L2 selon la perception d'apprenants en milieu universitaire. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/36241
29. Cagle, Keith Martin. EXPLORING THE ANCESTRAL ROOTS OF AMERICAN SIGN LANGUAGE: LEXICAL BORROWING FROM CISTERCIAN SIGN LANGUAGE AND FRENCH SIGN LANGUAGE.
Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico
► American Sign Language (ASL) is the natural and preferred language of the Deaf community in both the United States and Canada. Woodward (1978) estimated that… (more)
▼ American Sign Language (ASL) is the natural and preferred language of the Deaf community in both the United States and Canada. Woodward (1978) estimated that approximately 60% of the ASL lexicon is derived from early 19th century French Sign Language, which is known as langue des signes française (LSF). The lexicon of LSF and ASL may be derived from several sources such as gestures, home signs created by deaf individuals living with their hearing families, North American Indian sign languages, Martha Vineyard sign language, and new signs added to LSF and ASL through the generations. Before the emergence of LSF in the 18th century and ASL in the 19th century, Cistercian Sign Language (CSL) had been used extensively by monks for centuries in Europe. This dissertation explores the plausible roots of ASL prior to LSF. These ancestral roots were researched: (A) to determine, from a limited corpus of CSL, if similar phonologically and semantically related lexical items are found in LSF and ASL; (B) to determine if any of the CSL, LSF and ASL phonologically and semantically related lexical items are related simply because they are iconic forms; and (C) to determine if any of the CSL, LSF and ASL phonologically and semantically related lexical items are initialized. Analysis of the data revealed that there are numerous identical and similar signs between CSL and Early LSF, and among CSL, LSF, and ASL, indicating that lexical borrowing from CSL was a factor in the development of LSF and ASL. There is a strong likelihood that iconicity accounts for many of the identical and similar lexical signs that are shared among these three signed languages. There is limited evidence of the employment of initialization in the lexical borrowing that took place from CSL to LSF, and then to ASL. This analysis of lexical borrowing provides new information about the historical roots of LSF and ASL and their origins in CSL. Information about the development of ASL, and how CSL and LSF have had an impact on the present-day ASL lexicon, is a significant aspect of ASL literature and is important to include in Deaf Studies and ASL teaching curricula. Advisors/Committee Members: Wilcox, Phyllis Perrin, Wilcox, Sherman E., Shaffer, Barbara, High, Mary J..
Subjects/Keywords: American Sign Language – History
Cagle, K. M. (2010). EXPLORING THE ANCESTRAL ROOTS OF AMERICAN SIGN LANGUAGE: LEXICAL BORROWING FROM CISTERCIAN SIGN LANGUAGE AND FRENCH SIGN LANGUAGE . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10858
Cagle, Keith Martin. "EXPLORING THE ANCESTRAL ROOTS OF AMERICAN SIGN LANGUAGE: LEXICAL BORROWING FROM CISTERCIAN SIGN LANGUAGE AND FRENCH SIGN LANGUAGE." 2010. Doctoral Dissertation, University of New Mexico. Accessed January 19, 2020. http://hdl.handle.net/1928/10858.
Cagle, Keith Martin. "EXPLORING THE ANCESTRAL ROOTS OF AMERICAN SIGN LANGUAGE: LEXICAL BORROWING FROM CISTERCIAN SIGN LANGUAGE AND FRENCH SIGN LANGUAGE." 2010. Web. 19 Jan 2020.
Cagle KM. EXPLORING THE ANCESTRAL ROOTS OF AMERICAN SIGN LANGUAGE: LEXICAL BORROWING FROM CISTERCIAN SIGN LANGUAGE AND FRENCH SIGN LANGUAGE. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/1928/10858.
Cagle KM. EXPLORING THE ANCESTRAL ROOTS OF AMERICAN SIGN LANGUAGE: LEXICAL BORROWING FROM CISTERCIAN SIGN LANGUAGE AND FRENCH SIGN LANGUAGE. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10858
30. Cox, Tom R. EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM.
Degree: 2013
URL: http://hdl.handle.net/2249.1/62772
Subjects/Keywords: ASL; American Sign Language Interpreter; Interpreter Training; Interpreter Education; Adult Education; Learner-centered
Cox, T. R. (2013). EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM . (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62772
No school.
Cox, Tom R. "EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM." 2013. Thesis, [No school]. Accessed January 19, 2020. http://hdl.handle.net/2249.1/62772.
Cox, Tom R. "EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM." 2013. Web. 19 Jan 2020.
Cox TR. EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM. [Internet] [Thesis]. [No school]; 2013. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/2249.1/62772.
Cox TR. EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62772