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

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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