Post on 27-Mar-2015
Author: Molly R. Simonton, M.S.Author: Molly R. Simonton, M.S.South Charleston, West VirginiaSouth Charleston, West Virginia
Date submitted to deafed.net – Date submitted to deafed.net – April 4, 2006April 4, 2006
To contact the author for To contact the author for permission to use this PowerPoint, permission to use this PowerPoint, please e-mail: please e-mail: stedman@marshall.edustedman@marshall.edu
To use this PowerPoint To use this PowerPoint presentation in its entirety, please presentation in its entirety, please give credit to the author.give credit to the author.
Modes of Modes of CommunicationCommunication
Orientation to Deaf Orientation to Deaf EducationEducation
Chapter 5Chapter 5
Nancy A. ScheetzNancy A. Scheetz
Communication:Communication:
““a process in a process in which two entities which two entities enter into an enter into an exchange of exchange of information to information to transmit thoughts, transmit thoughts, messages, or messages, or ideas”ideas” ScheetzScheetz
LanguageLanguage
The foundation for communication.The foundation for communication. ““a system comprised of relatively a system comprised of relatively
arbitrary symbols and grammatical arbitrary symbols and grammatical symbols that can be modified or symbols that can be modified or enhanced by members of the enhanced by members of the community” (Baker & Cokely, community” (Baker & Cokely, 1980)1980)
Language Development Language Development and Acquisitionand Acquisition
Hearing Hearing individuals benefit individuals benefit from information from information given to them given to them from the from the environment via environment via the auditory the auditory channelchannel
Deaf and Hard of Deaf and Hard of Hearing Hearing individuals must individuals must use other means use other means of exchanging of exchanging information in information in order to provide a order to provide a base for language base for language development development
ControversyControversy
Oralists and manualists continue to Oralists and manualists continue to debate over the mode of debate over the mode of communication that results in the communication that results in the best exchange of information for best exchange of information for the deaf and hard of hearingthe deaf and hard of hearing
From this debate, many new From this debate, many new methods of communication were methods of communication were foundedfounded
Sign Systems: History, Sign Systems: History, Structure, and Role in the Structure, and Role in the Deaf CommunityDeaf Community
First First communication communication through sign in through sign in A.D. 530 A.D. 530
Benedictine monks Benedictine monks formed a sign formed a sign system to system to communicate daily communicate daily needs while needs while keeping a vow of keeping a vow of silencesilence
Each country Each country developed a sign developed a sign systemsystem
Signs were shared Signs were shared and systems and systems changedchanged
History of ASLHistory of ASL
• ASL = American Sign Language or Ameslan
• Created by deaf individuals in the United States
• Now it is used by 250,000 to 500,000 Americans of varying ages
• 60% of ASL signs originated from French sign language
•Accounts of sign communication is recorded as early as mid-1700’s
Martha’s VineyardMartha’s Vineyard
A population of A population of deaf individuals deaf individuals emigrated from emigrated from England’s Kentish England’s Kentish region and settled region and settled in Martha’s in Martha’s Vineyard between Vineyard between the late 1600’s the late 1600’s and the early and the early 1700’s1700’s
Martha’s VineyardMartha’s Vineyard
This population communicated This population communicated using Old Kentish Sign Languageusing Old Kentish Sign Language
This sign language is credited to This sign language is credited to have influenced ASL developmenthave influenced ASL development
Thomas Hopkins GallaudetThomas Hopkins Gallaudet Graduate of Yale Graduate of Yale
University – University – ministerial programministerial program
Interested in Interested in communicating communicating with his friend’s with his friend’s deaf daughter, deaf daughter, Alice CogswellAlice Cogswell
Wanted to find Wanted to find methods of using methods of using written English as written English as part of her part of her communication communication
The MissionThe Mission
Mr. Cogswell sent Gallaudet to Europe Mr. Cogswell sent Gallaudet to Europe to learn more about deaf educationto learn more about deaf education
Europe was reluctant to shareEurope was reluctant to share T.H. Gallaudet went to ParisT.H. Gallaudet went to Paris The French were more willing to share The French were more willing to share
their instructional methodstheir instructional methods Gallaudet mastered the sign language Gallaudet mastered the sign language
from Laurent Clerc, a deaf instructor, from Laurent Clerc, a deaf instructor, who returned to Connecticut with who returned to Connecticut with Gallaudet Gallaudet
The First School for the The First School for the DeafDeaf
The First School for the The First School for the DeafDeaf
April 15, 1817April 15, 1817 Institute for Deaf Institute for Deaf
Mutes later named Mutes later named the American the American Asylum at Hartford Asylum at Hartford for the Education for the Education and Instruction of and Instruction of the Deaf and Dumb the Deaf and Dumb
Founded by Clerc Founded by Clerc and Gallaudetand Gallaudet
Eighty-nine Eighty-nine enrolled students enrolled students at that timeat that time
Still in operation Still in operation todaytoday
Renamed the Renamed the American School American School for the Deaffor the Deaf
The Communication The Communication MethodsMethods
American Sign Language (ASL)American Sign Language (ASL) Manually Coded English SystemsManually Coded English Systems Contact Signing (CS)Contact Signing (CS) Rochester MethodRochester Method Total CommunicationTotal Communication Oral CommunicationOral Communication Cued SpeechCued Speech
ASL: It’s Own LanguageASL: It’s Own Language
Visual/manual communication system Visual/manual communication system with it’s own syntax and vocabularywith it’s own syntax and vocabulary
Signs in conjunction with facial Signs in conjunction with facial expression and body language convey expression and body language convey conceptsconcepts
Facial and bodily cues differ from Facial and bodily cues differ from nonverbal cues used with speechnonverbal cues used with speech
An interactive language between the An interactive language between the signer and the receiver signer and the receiver
Speech Production vs ASLSpeech Production vs ASL
Speech aspects Speech aspects that communicate that communicate the speaker’s the speaker’s intention include intention include consonantal and consonantal and vocalic segments vocalic segments that are blended that are blended together to form together to form the messagethe message
ASL also has ASL also has segmental segmental distinctions that distinctions that are blended to are blended to form signs that form signs that are then are then organized to organized to convey the convey the signer’s intentionsigner’s intention
Three Components of a Three Components of a SignSign
Research conducted by William Stokoe Research conducted by William Stokoe identified three independent part of a identified three independent part of a signsign
1.1. Handshape Handshape or or dez dez (designator)(designator)
how the fingers are extendedhow the fingers are extended
2.2. Location Location or or tab tab (tabulation)(tabulation)
where on the body or in space the sign is where on the body or in space the sign is mademade
3.3. Movement Movement or or sig sig (signation)(signation)
how the hand or hands move – up, down, how the hand or hands move – up, down, circular, etc. circular, etc.
(Baker & Battison, 1980)(Baker & Battison, 1980)
William C. StokoeWilliam C. Stokoe
Categorizing SignsCategorizing Signs 19 basic handshapes19 basic handshapes 12 basic locations12 basic locations 24 basic movements 24 basic movements
These basics were These basics were given written given written symbolssymbols
Signs can be Signs can be identified by dez, tab, identified by dez, tab, and sig as spoken and sig as spoken words are identified words are identified by phonemesby phonemes
By using the By using the symbols, ASL can be symbols, ASL can be transcribed, transcribed, although it cannot although it cannot be read the same be read the same way written English way written English can be readcan be read
Comparing Signs to Comparing Signs to SpeechSpeech
Morphological ProcessMorphological Process Referential IndexingReferential Indexing ReciprocityReciprocity Grammatical NumberGrammatical Number Manner and DegreeManner and Degree Derivational ProcessesDerivational Processes
The Morphological ProcessThe Morphological Process
““refers to refers to studying how a studying how a word or a sign is word or a sign is changed in order changed in order to express to express different different meanings”meanings” ScheetzScheetz
Referential Referential IndexingIndexing
ReciprocityReciprocity Grammatical Grammatical
NumberNumber Distributional Distributional
AspectsAspects Temporal AspectTemporal Aspect FocusFocus
Referential IndexingReferential Indexing
Using space to identify important Using space to identify important wordswords
““Directional Signing”Directional Signing”
Moving the sign closer to the target Moving the sign closer to the target point or toward the target pointpoint or toward the target point
Ex: Signing “That book”Ex: Signing “That book”
ReciprocityReciprocity Signs that involve the action between Signs that involve the action between
two or more peopletwo or more people
Signs that show actionSigns that show action
Use both hands in simultaneous Use both hands in simultaneous movementmovement
Ex: Signing “We looked at each other”Ex: Signing “We looked at each other”
Grammatical NumberGrammatical Number
Modifications to the verb that show Modifications to the verb that show the action is occurring for more the action is occurring for more than one personthan one person
Ex: Signing Ex: Signing ““Give to both of them.”Give to both of them.”Dual InflectionDual Inflection ““Give to those three people” Give to those three people” Trial FormTrial Form ““Give to all of them” Give to all of them” Multiple InflectionMultiple Inflection
Distributional AspectsDistributional Aspects
Exhaustive InflectionExhaustive Inflection Actions that are done to each person in a Actions that are done to each person in a
groupgroup When an action is viewed as one eventWhen an action is viewed as one event
Allocative Determinate InflectionAllocative Determinate Inflection Actions that are done to specific people at Actions that are done to specific people at
certain timescertain times
Allocative Indeterminate InflectionAllocative Indeterminate Inflection Actions that are done to unspecified people Actions that are done to unspecified people
at different timesat different times
Temporal Aspect and Temporal Aspect and FocusFocus
Signs that can be expressed with Signs that can be expressed with different intensity simply by the different intensity simply by the intensity with which it is signedintensity with which it is signed
The sign “look at” can mean the The sign “look at” can mean the following:following:
To stareTo stare To gazeTo gaze To look at for a long timeTo look at for a long time To look at again and againTo look at again and again
Manner and DegreeManner and Degree
The direction of a sign or the way a sign The direction of a sign or the way a sign is expressed can show the way in which is expressed can show the way in which it was done (easily, with difficulty) or it was done (easily, with difficulty) or how it was done (to what degree)how it was done (to what degree)
Signs change their dynamic qualities: Signs change their dynamic qualities: rate, tension, evenness, duration, and rate, tension, evenness, duration, and manner of movementmanner of movement
Derivational ProcessesDerivational Processes
Parts of speech can be changed to Parts of speech can be changed to different parts of speechdifferent parts of speech
The sign for “type” can be a verb, but The sign for “type” can be a verb, but the same sign can be a noun the same sign can be a noun “keyboard”“keyboard”
The sign for “sit” can be altered to The sign for “sit” can be altered to “chair” by the number of times is is “chair” by the number of times is is repeatedrepeated
Nonmanual Aspects of ASLNonmanual Aspects of ASL
Movements of the eyes, face, head Movements of the eyes, face, head position, and body differentiate sentence position, and body differentiate sentence types from each othertypes from each other
These movements can be used alone or These movements can be used alone or in a series to communicate the type of in a series to communicate the type of sentencesentence
Questions, negated statements, asserted Questions, negated statements, asserted statements, negated questions have statements, negated questions have different nonmanual cuesdifferent nonmanual cues
Formation of PluralsFormation of Plurals
Using the Using the quantifier MANYquantifier MANY
Changing the Changing the number of hands number of hands (or fingers) used to (or fingers) used to form the signform the sign
Continuing the Continuing the sign as the arm or sign as the arm or hand moves across hand moves across the signer’s spacethe signer’s space
Tense IndicatorsTense Indicators
ASL does not use endings of signs to show ASL does not use endings of signs to show the verb tense as English Sign doesthe verb tense as English Sign does
The tense of the verb is shown in the The tense of the verb is shown in the beginning of the conversation and is not beginning of the conversation and is not referred to again until it changesreferred to again until it changes
If the tense is not shown at the onset of If the tense is not shown at the onset of conversation, one can assume the action conversation, one can assume the action is taking place in the present tense.is taking place in the present tense.
The “Time-line”The “Time-line”
Present tense – Present tense – signs are made in signs are made in the signing space the signing space directly in front of directly in front of the signerthe signer
Near future – signs Near future – signs are made in the are made in the signing space just signing space just beyond the signerbeyond the signer
Distant future – Distant future – signs are made in signs are made in the extended the extended signing space signing space beyond the signerbeyond the signer
Past tense – signs Past tense – signs are made in the are made in the direction behind the direction behind the signersigner
Distant past – Distant past – beyond the shoulderbeyond the shoulder
Manually Coded English Manually Coded English SystemsSystems
Signed EnglishSigned English
Seeing Essential English (SEE I)Seeing Essential English (SEE I)
Linguistics of Visual English (L.O.V.E.)Linguistics of Visual English (L.O.V.E.)
Signing Exact English (SEE II)Signing Exact English (SEE II)
Signed EnglishSigned English
Developed so that an individual could Developed so that an individual could speak English and sign at the same timespeak English and sign at the same time
Comprised of Comprised of Sign wordsSign words And 14 sign markersAnd 14 sign markers
Sign Markers show change in verb form, Sign Markers show change in verb form, number, possession, and other changes number, possession, and other changes in words parallel to English word in words parallel to English word modificationsmodifications
Signing Essential English Signing Essential English (SEE I)(SEE I)
Developed in the 1960’s Developed in the 1960’s David Anthony (a deaf individual)David Anthony (a deaf individual) Every English word has a signEvery English word has a sign Incorporated signs for parts of Incorporated signs for parts of
wordswords A deaf child could see the English A deaf child could see the English
language as a hearing child can language as a hearing child can hear the English languagehear the English language
Linguistics of Visual Linguistics of Visual English (L.O.V.E.)English (L.O.V.E.)
Developed by Dennis Wampler in 1972Developed by Dennis Wampler in 1972 Signs are represented in the symbols Signs are represented in the symbols
developed by Stokoe, not by picturesdeveloped by Stokoe, not by pictures A word is signed the same way no A word is signed the same way no
matter what – it will not differ because matter what – it will not differ because of content or change in conceptof content or change in concept
Not widely used todayNot widely used today
Signing Exact English (SEE Signing Exact English (SEE II)II)
Three group members working Three group members working with David Anthony to develop SEE with David Anthony to develop SEE I broke off to develop a system I broke off to develop a system that would “ease the basic that would “ease the basic acquisition of English by deaf acquisition of English by deaf children.”children.”
Initialized sign were found by this Initialized sign were found by this sign systemsign system
Contact Signing (CS)Contact Signing (CS)
A communication A communication system that can system that can be used between be used between a deaf individual a deaf individual fluent in ASL and a fluent in ASL and a hearing individual hearing individual
Referred to as Referred to as Pidgin Pidgin
Not a native Not a native language language
Influences from Influences from the native the native language of the language of the individual is individual is apparent through apparent through vocabulary and vocabulary and grammar grammar
Becomes the Becomes the bridge or middle bridge or middle groundground
Contact Signing (CS)Contact Signing (CS)
Educational professionals often use Educational professionals often use pidgin with more of an English pidgin with more of an English basebase
Others who acquired the language Others who acquired the language outside of the educational setting outside of the educational setting may use pidgin with an ASL basemay use pidgin with an ASL base
Rochester MethodRochester Method
Developed in 1919 by Zenus F. Developed in 1919 by Zenus F. Westervelt, Westervelt, Superintendent of the Superintendent of the Rochester School for the DeafRochester School for the Deaf
Based on fingerspelling (dactylology)Based on fingerspelling (dactylology) 26 handshapes that represent 26 letters 26 handshapes that represent 26 letters
of the alphabet of the alphabet No separate syntax, phonology, No separate syntax, phonology,
morphology, or semanticsmorphology, or semantics Mirrors the the language it is Mirrors the the language it is
representingrepresenting
Total CommunicationTotal Communication
Term became used in the 1960’s during Term became used in the 1960’s during the development of new sign systemsthe development of new sign systems
Proposed by Roy Holcomb, “The Father Proposed by Roy Holcomb, “The Father of Total Communication”of Total Communication”
First used by the Maryland School for First used by the Maryland School for the Deafthe Deaf
By 1976 a majority of schools for the By 1976 a majority of schools for the deaf incorporated TC for instructional deaf incorporated TC for instructional purposespurposes
Total Communication Total Communication Defined in 1976Defined in 1976
““Total Communication is a Total Communication is a philosophy requiring the philosophy requiring the incorporation of appropriate aural, incorporation of appropriate aural, manual, and oral modes of manual, and oral modes of communication in order to insure communication in order to insure effective communication with and effective communication with and among hearing impaired persons”among hearing impaired persons” Gannon, 1981, p.369Gannon, 1981, p.369
Oral CommunicationOral Communication
Alexander Alexander Graham Bell, “The Graham Bell, “The Father of Oral Father of Oral Communication”Communication”
Influenced the Influenced the establishment of establishment of early oral schools early oral schools in Americain America
Oral CommunicationOral Communication
Speech skills and speech-reading skills Speech skills and speech-reading skills were incorporated into instructionwere incorporated into instruction
Restricted the use of manual languagesRestricted the use of manual languages Emphasis was on the mastery of Emphasis was on the mastery of
communicating with hearing individuals communicating with hearing individuals Some schools adopted a “combined Some schools adopted a “combined
approach” where emphasis on sign was approach” where emphasis on sign was still limited, but utilized to some degreestill limited, but utilized to some degree
Cued SpeechCued Speech
Developed by R. Developed by R. Orin CornettOrin Cornett
Used to distinguish Used to distinguish between sounds between sounds that appear the that appear the same on the lips same on the lips when spokenwhen spoken
B, P, M / F, V / etc.B, P, M / F, V / etc. 8 configurations 8 configurations
and 4 positions of and 4 positions of one handone hand
Hand positions Hand positions and configurations and configurations are used as are used as speech occursspeech occurs
Each syllable is Each syllable is visualvisual
This distinguishes This distinguishes the difference the difference between b,p,m or between b,p,m or f,v, etc.f,v, etc.
How Cued Speech WorksHow Cued Speech Works
36 cues exist for the 44 phonemes (or 36 cues exist for the 44 phonemes (or sounds) used in Englishsounds) used in English
To show vowel-consonant blends (such To show vowel-consonant blends (such as or) the configurations can be as or) the configurations can be combined at the location of the vowelcombined at the location of the vowel
Some handshapes are similar to ASL, Some handshapes are similar to ASL, but serve a different purposebut serve a different purpose
Cued Speech is not a language, but a Cued Speech is not a language, but a tool to use with the English language to tool to use with the English language to enhance speech-reading skillsenhance speech-reading skills
Written Forms of Written Forms of CommunicationCommunication
The Barry Five Slate SystemThe Barry Five Slate System
Wing’s SymbolsWing’s Symbols
Straight Language System – The Straight Language System – The Fitzgerald KeyFitzgerald Key
The Barry Five Slate The Barry Five Slate SystemSystem
Miss Katherine B. Barry, Miss Katherine B. Barry, teacher at teacher at the Colorado School for the Deaf in the Colorado School for the Deaf in 18931893
5 columns consisting of basic parts 5 columns consisting of basic parts of speech, later adding a 6of speech, later adding a 6thth column for adverbial elements that column for adverbial elements that may shift position in the sentencemay shift position in the sentence
Adopted by many schools in the Adopted by many schools in the United StatesUnited States
Wing’s SymbolsWing’s Symbols
Mid-1870’s – George Wing, Mid-1870’s – George Wing, hearing hearing impaired teacher at the Minnesota School impaired teacher at the Minnesota School for the Deaffor the Deaf
1884 titled his system “Function Symbols” 1884 titled his system “Function Symbols” later referred to as “Wing Symbols”later referred to as “Wing Symbols”
Philosophy – sentence essentials could be Philosophy – sentence essentials could be taught and students could learn how the taught and students could learn how the order could varyorder could vary
Continued to be used today in some Continued to be used today in some schools for the deafschools for the deaf
Straight Language System Straight Language System – the Fitzgerald Key– the Fitzgerald Key
In 1926 Edith Fitzgerald, In 1926 Edith Fitzgerald, a deaf instructor a deaf instructor of English of English wrote wrote Straight Language for the Straight Language for the DeafDeaf
Utilized 6 key wordsUtilized 6 key words Utilized 8 symbols for the parts of speechUtilized 8 symbols for the parts of speech Became very widely used from 1927 Became very widely used from 1927
through the early 1970’s in oral and through the early 1970’s in oral and manual schoolsmanual schools
Three Premises of the Three Premises of the Fitzgerald KeyFitzgerald Key
1.1. Teacher must be aware of the child’s Teacher must be aware of the child’s mental picture so that the student mental picture so that the student may be provided with a clear picturemay be provided with a clear picture
2.2. Student must be provided with an Student must be provided with an alternate channel of expression aside alternate channel of expression aside from hearingfrom hearing
3.3. Student cannot be taught through Student cannot be taught through English English
Modes of CommunicationModes of Communication
American Sign Language (ASL)American Sign Language (ASL) Manually Coded English SystemsManually Coded English Systems Contact Signing (CS)Contact Signing (CS) Rochester MethodRochester Method Total CommunicationTotal Communication Oral CommunicationOral Communication Cued SpeechCued Speech